1. Food for thought:
A workshop series presented by the food bank
Delaney King
Synopsis
This four week mini-workshop series is being presented in partnership with a local food
bank to address some of the expressed needs of its patrons. These workshops are designed to

2. incorporate four different areas that food bank recipients have expressed gaining additional
knowledge and understanding with in their daily lives. The food bank is accessed by people
from diverse backgrounds, age groups and family structures. The research provided below will
show that the resources are not always the highest quality or variety but that these workshops
will allow the participants to obtain new ideas on how to use the resources they are being
provided.
Research(Motivation)
The food banks of Canada produce a report called Hunger Count every year that
showcases communities that utilize the food bank and provides information on the social and
economic situations on the citizens who live there. For those who don’t know “Food banks
provide about five days’ worth of food for individuals and families to take home and prepare;
many provide additional non-food programs and services” (Hunger Count, 2013, p. 5). In
Canada,“[b]ased on March figures, we [Food Banks Canada] estimate that 1.7 million
individuals will be helped by a food bank at least once over the course of 2013. Of these, more
than 930,000– approximately half – will do so for the first time” (Hunger Count, 2013, p. 7).
This means that many of the people coming to the food bank for the first time or a semi-user may
be unaware of the resources it has to offer. Of the multiple food bank sites in Canada, “39% [of
food banks] offer skill-building programs education or training help with budgeting and home
economics help with employment search” (Hunger Count, 2013, p. 9). Unfortunately, my local
food bank is not one of them. My motivation for creating this workshop was to provide a series
of mini-lessons that allow patrons to learn skills such as cooking, do-it-yourself home projects,
and budgeting and positive lifestyle choices using only resources that could be found at my local
food bank. The reason I am focusing on these areas was that I felt that they would have the
greatest impact using the smallest amount of resources from the food bank. The following is a
break-down of my mini-workshop series.
Delivery Method
There is a delicate process when delivering a program for a community service, like the
food bank, because the participants are already in a vulnerable state in their lives both personally
and professionally. This is why I am choosing an open approach with the delivery method of
this mini-workshop. The article The Most Frequent Lenses to See Recent Program Planning for
Adult, (1999-2003) written by Cho and Kim emphasizes this approach of a people centered
learning environment. The portray that:
[S]ince planners act among the complex relationships of power and interests, they often
cannot follow the steps prescribed by traditional approach. More specifically, people
work always includes political aspects such as a variety of interests and power within a
group, an organization, and a community. Regardless of planners’ intents, they are more
likely to be stood in the midst of complex contexts. After all, the ability of negotiating
various interests and power relationships is a critical component of constructing
programs. (Cho & Kim, 1999-2003, p.3)
The knowledge that I have learned during this course has allowed me to make informed choices
about the methodologies that benefit the learning the most. Each delivery method has been
carefully chosen to positively reinforce the learning environment and learning objective that is
being showcased. These workshops will use methods defined by Caffarella&Daffron (2013)

3. with an attached explanation as to how they will complement the learning objective. The
methods include:
Lecture is defined as “[a] one-way, organized, formal talk is given by a resource person for the
purpose of presenting a series of events, facts, concepts, or principles (Caffarella&Daffron, 2013,
Exhibit 8.E). This technique allows for a maximum amount of information to be shared in a
short period of time. Participants will then be required to demonstrate their new skills the
Demonstration with Return Demonstration will be utilized to solidify the learning. A
demonstration with return demonstration is when “[a] resource person performs a specified
operation or task, showing others how to do it. The participants then practice the same action,
and are provided feedback on whether or not they are performing correctly what they have just
observed” (Caffarella&Daffron, 2013, Exhibit 8.E). This delivery method allows for the
participants to gain feedback while utilizing their new skills.
Simulations allow “[p]articipants[to] practice skills in a live or online environment that simulate
real settings in which those skills are required. Feedback is provided to participants by
facilitators of these simulations, which are usually small group based” (Caffarella&Daffron,
2013, Exhibit 8.E). This technique will be used for learning outcome two as participants will be
required to participant in the cooking process. Using the simulation delivery method allows
participants to engage in the action of cooking in a kitchen using only ingredients provided by
the food bank.
Skill Practice Exercises provide the opportunity for “learners [to] repeat the performance of a
skill with or without the aid of an instructor. In most cases when an instructor is not present,
learning resources, such as pictorial representations of the skill, along with written instructions
are provided (Caffarella&Daffron, 2013, Exhibit 8.E). This technique will be used for learning
outcome four which emphasizes the use of do-it-yourself techniques and homemade items. This
delivery method requires participants to illustrate their interpretation of what is being created
while being supervised by an instructor.
Fish Bowl is “[a] role play among several people is watched by observers sitting around the
players. The observers comment on the activity” (Caffarella&Daffron, 2013, Exhibit 8.E). This
methodology will be coupled with Nominal groups which is “[a]cting as individuals, each
participant of the group is asked to write down solutions to a problem. Afterwards, everyone
shares one of their solutions to the group. The group chooses the best three to five responses and
then discusses them as an entire group (Caffarella&Daffron, 2013, Exhibit 8.E). These two
techniques complement each other in the delivery of learning outcome three as groups will be
required to talk about healthy lifestyle choices, positive parenting and hygiene in the home.
These delivery methods allow for adaptation as the audience may or may not be responsive to
discussing such sensitive topics. The instructor will begin with nominal groups and follow up
with the fish bowl if they feel the group is open to sharing.
Schedule
Schedules are both a help and hindrance in the educational world as they allow program
planners to structure the most essential items when creating a program but limit the learning that
can take place if not enough or too much time is scheduled. In chapter 11 of Planning Programs

4. For Adult Leaners: A Practical Guide (2013) by Caffarella&Daffron contend that “education
and training programs should not be scheduled around times when the target audiences have
other commitments, such as seasonally heavy workload, family responsibilities, or religious
celebrations” (2013, p. 267). Choosing an optimal time to offer these workshops was difficult
and had to be a mutually agreed upon decision between the program planner and stakeholders.
The schedule was decided based on the fact that Saskatchewan citizens can only visit a food
bank every two weeks or twice in a month. In order to effectively engage all participants, every
learning objective will be taught once a week, for two consecutive weeks. Please see attached
appendix 1-A for schedule.
Instructional Models
The instructional techniques for these mini-workshops were pieced together from a
variety of authors and their own planning methodologies. I first began by referencing
Caffarella’s interactive model of program planning in the (2013) Planning Programs for Adult
Learners: A Practical Guide because I found that the concepts meshed with the needs of the
learners. Caffarella’s model allows program planners to construct a program that is “essentially
a people activity” (Caffarella &Daffron, 2013, p. 30). The mini-workshop series focuses on the
people who utilize the food bank and their current needs. I also like that Caffarella emphasizes
“the key to using the Interactive Model of Program Planning is flexibility” (Caffarella &Daffron,
2013, p. 30). These learning objectives are meant to create to provide knowledge and
understanding in areas that many may find unfamiliar. However, given that participation is
based on “drop-in” attendance it is hard to know what “emotional baggage” the learners may be
bringing with them.
Another model that I found useful in the planning process was Knowles’s Informal Adult
Education (1950) which differentiated adult education in the need to include leaners. He also
emphasized that “interests and experiences of the learners” (1950, p 10) be the foreground for the
learning experience. The aspect of connecting with the learner’s interests and experiences was
important because their needs to be motivation to move the learning process forward.
Motivation can be found when conducting needs assessments and gaining insight in why the
learning is interested in taking the program and their previous experiences with learning.
Finally, Sork (1984) along with Cervero and Wilson (2006) factored into my decision
making process about the instructional method. In 1984, Sork published Designing and
Implementing Effective Workshops: New Directions for Continuing Education which provides
important details that separate workshops, seminars, institute and short course. This is relevant in
the program planning process as it allows for planners to choose the right delivery method for
their instructional needs. Based on the example provided by Sork (1984) I decided to label my
instructional plan as a workshop because:
“The term workshop refersto a relatively short-term, intensive, problem-focused learning
experience that actively involves participants in the identification and analysis of
problems and in the development and evaluation of solutions. As a temporary educative
system, the workshop provides people concerned about a common problem with an
opportunity to come together to share their own and others’ knowledge and experience
and to develop and practice new capabilities under the leadership of a person who can
orchestrate the process so that the limited time available is used efficiently and the
desired outcomes are achieved (1984, p.3)

5. Even though the participants may not have a specific problem the learning objectives focus on a
desired need that food bank patrons have expressed has become an issue or concern in their lives.
When I visited the methodology expressed by Cervero & Wilson (2006) in their work Working
The Planning Table I found a similar connection to understanding the importance of connecting
to your educational audience. These authors reminded me that there are “four concepts that
structure the theory [of program planning] (power, interests, negotiation, responsibility) account
for the world that educators experience, define their essential action, and prescribe their ethical
obligations” (2006, p. 24). These all serve as important reminders as I moved forward in my
planning process on the mini-workshop series.
Needs Assessment
I struggled to decide if I should include a needs assessment in my planning process. In
2001 Sork wrote about the needs assessment field and he concluded that needs assessments are
used to “justify” and “focus” the actions of the program planner. He further explains that :
One use of need [assessment] is to justify the resourcesthat we put into planning and
offering programs. In order to claim that we are using these resources responsibly, we are
expected to show that we are planning a program in response to some circumstance that
requires action. A second use of the concept need is to focus our planning efforts so that
we can determine what the form and substance of the program should be. We are
expected to make these decisions in a reasoned way by deriving the content of the
program from the needs of the learners whom we hope will participate, so needs also
provide a rationale for selecting the content and processes of the learning experience.
(Sork, 2001, p. 3)
This is why I decided that it would be best to include a needs assessment in my program
planning process. Given that I am working with a non-profit organization I wanted to show that
the workshops were needed by the community that they served. I also wanted to ensure that the
resources being used were essential to the programs requirements. This connects directly to
Caffarella &Daffron stress that needs assessments are completed because “program planners are
seeking to respond to what they and the people, organizations, or communities they work with
perceive as important topics, skills and belief or value systems that adults should examine or
know more about” (Caffarella &Daffron, 2013, p. 134). These mini-workshops are in response
to the needs assessment conducted by the food bank and the patron’s knowledge of the items or
resources it provides.
One issue that I have with needs assessment is that it can imply that there is a “void” in
the knowledge of the learner. By implying that the learner requires additional help could hinder
the learning process and the way that the participants receive the information being presented.
However, given the information provided by Caffarella, Daffron and Sork I have created a needs
assessment template that is attached as appendix 1-B.
Program Content
This mini-workshops series will focus on developing a series of skills that will allow food
bank patrons to utilize a new range of skills and abilities that deal with living on limited
resources. The program will focus on providing patrons of the food bank with concepts and
ideas that can be implemented with low to no cost on their part.
Program Goals

6. Caffarella &Daffron describe that “program goals refer to broad statements of purpose or
intent for education and training programs, whereas program objectives identify the specific
outcomes of the program” (2013, p. 161).This program is designed to help people who are
currently using the services of the food bank to maximize the potential of both the food and
resources that it provides. Through a series of mini-workshops food bank patrons will explore
budgeting for beginners, recipes on a dime, positive choices (lifestyle) and make-it-yourself
items for the home. This program is aimed to involve all three learning domains, cognitive,
affective, and psychomotor, through a variety of activities and delivery methods that will appeal
to the participants. The overall goal is to have the participants leave the workshops with a new
found knowledge that they can assimilate into their current lifestyles.
Politics/Power Relationships/Stakeholders
The politics of program planning are layered throughout the planning process and need to
be addressed with the completion of each planning stage. The issues that accompany planning
are connected to ideas such as ethics, power struggles and the social/economic situations of the
participants. The problem lies in the program planners struggle to incorporate only the necessary
information, while avoiding the power struggles and conflict, so that the learning objectives are
not lost in relationship dynamics. Mohanty who wrote On race and voice: Challenges for liberal
education in the 1990’s, explained that education is not able to escape the power struggles and
politics that occur. He wrote that:
[E]ducation represents both a struggle for meaning and a struggle over power relations. Thus,
education becomes a central terrain where power and politics operate out of the lived culture of
individuals and groups situated in asymmetrical social and political positions” (Mohanty, 1994,
p. 147).
This means that planners who are dealing with more than just the knowledge that they wish to
share with the learners. They are attempting to form ideas and outcomes based on multiple view
points and opinions of involved or invested parties. I agree with Cervero & Wilson who see
“planning as a social activity” (2006, p. 85) which means that “power relationships are important
because they influence whose interests are represented at the planning table” (Cervero & Wilson,
2006, p. 85).
This applies to my program because the food bank relies on donations from the general public,
other food banks and other businesses in the community. This makes each provider of food or
resources a stakeholder as they are contributing to the success of the food bank initiative. In
order to make the food bank workshops series a success the board of directors has been
approached and their approval sought on each workshop. The food bank needs to feel that their
resources are being put to the best use possible because they are accountable to the public for
their actions. A careful balance needs to be struck so that the stakeholders feel that their
resources are being used appropriately but also the patrons participating in workshops need to
feel that the knowledge is useful and applicable to their everyday lives.
The participants in these workshops are already struggling with issues in their lives and
having to use the services of a food bank may leave some people feeling vulnerable and upset.
This “emotional baggage” is another political landmine that must be dealt with by using empathy
and compassion by both the program planner and instructor(s) of the workshops. The food bank
board of directors needs to fully support every decision that is made because they are essentially
funding the projects. This also gave rise to the question if the people who use the food bank
should be included in the planning process and the answer is yes. Two food bank patrons were

7. chosen by the board of directors to work directly with the planner to ensure that the needs of the
people who use the food bank were being met. These two patrons were never disclosed to the
public and were given a honorarium for their time.
Another issue that arises in the politics of developing such a program is to justify why
these workshops are needed in the community. Accountability is required by the program
planner in the forms of needs assessment, budgets and learning outcomes that can be shared with
the stakeholders. A program planner is essential to maintaining the focus and energy of the
program and this is why I chose not to create a committee to help in the decision making process.
Given that there are already stakeholders through connections in the community and surrounding
area, I wanted to keep the outside influences to a minimum so that the learning objectives could
stay true to what the participants were seeking out in their learning process.
Room Layout & Required Resources
Each program will require a different room layout and list of resources in order to
complete the activity. All of the learning objectives want to encourage an open format where
participants feel that they are involved in the conversation instead of being lectured too.
Caffarella & Daffron make mention of this when discussing the staging of a room for
educational purposes. They concluded that “[a]ttendees expect the seats to be comfortable, the
be able to hear the speaker, and not to be distracted by physical factors such as heat, cold, dim
lighting, smells and sounds from the outside room” (2013, p. 342). This could be a challenge as
the spaces that are provided by the food bank can be cramped and overcrowded due to financial
issues. As the program planner, I will attempt to make the space as inviting as possible and will
opt to rent a space for the two cooking classes. For learning objectives one and three I have
chosen the U-Shaped Arrangement as described by Caffarella & Daffron as a “an all-purpose
setup for a meeting in which there are presentations. With this setup, participants have a reading
and writing surface, they can see the facilitator and a visual medium easily, and they are in face-
to-face contact with one another. It is also easy to pair up participants, especially when there are
two seats per table. The arrangement is ideal for distributing handouts quickly too because you
can enter the U and walk to different points with sets of materials. You can set up oblong tables
in a squared-off U” (2013, Exhibit 14.A). For learning objectives two and four I have chosen the
conference table style, also described by Caffarella & Daffron in their exhibit 14.A. They state
that “[i]t is best if the table is round or square. This arrangement minimizes the importance of the
meeting leader and maximizes the importance of the participants. Each person is equally distant
from others and can see the others easily” (2013, Exhibit 14.A). An example of each room
layout of the space can be seen in the attached figure appendix 1-C.
Budget
A budget is essential to program planning as it allows program planners to provide
stakeholders with an understanding of how money is spent, why funds are needed, who will be
using or receiving these funds and what the end result will be produced from the use of these
monetary funds. Caffarella &Daffron, 2013, explain that “[p]rogram planners are responsible for
their program budgets, no matter the size of the program or the budget” (p. 283). Essentially,
“[p]reparing a program budget is essentially translating intended program goals and activities
into monetary terms” (Finkler, 2010; Pawlak&Vinter, 2004; Rothwell&Kazanas, 2008). This is
why I designed a budget that would allow all involved stakeholders to understand a simple

8. breakdown of how funds were going to be disbursed across the program. This means that it is
essential for planners to understand the logistics and lingo that is associated with creating
budgets. Each organization may have its own terms in relation to programs but ideas such a
cost-effective, direct and indirect costs and income vs. expense are terms that should be
explained when presenting a program plan to the stakeholders or invested committees. A budget
was needed for this program because some of the costs and supplies needed to be purchased
outside the food banks resources. Given that the food bank is a not-for-profit organization,
accountability is critical when spending any type of funds that have been supplied by the
government, stakeholders or private donors. This program’s budget is described in detail in
appendix 1- C with an attached Glossary of Terms.
Ethical Decisions
Ethics is a term that can mean something different to every person that you ask. The
biggest ethical issue for this program is if the resources should be taken from the food bank or a
new round of donated items should be used. The hope is to collect as many food bank items as
possible from outside sources and only use what is necessary from the food bank resources.
Once again Caffarella &Daffron observe that “[i]n essence, what acting ethically means is that
planners are willing to address issues of “right and wrong”, but not in the legal sense” (2013, p.
35.) This means that making decisions about which learning objectives will be showcased, who
will be involved in the decision making process and how monetary funds are used are all ethical
decisions of the program planner. Cervero &Wilson also speak to the power of ethics by
drawing on statements from Flax (1992), Forester (1999) and West (1989) in which they
describe the impact or ripple effect that ethics has on program planning. They determine that:
Educational programs matter because they create possible futures in the lives of people,
organizations, and communities. These judgements can only be made based on the
ethical commitments that people bring to the planning table about what these possible
futures should be and how they can be achieved through education. Ethical commitments
are not some metaphysical, disembodied set of principles but rather beliefs about how to
act in the world. (Flax, 1992; Forester, 1999; West, 1989)
For this program, it is necessary to create programs that were deemed “useful” by the program
planner, stakeholders and students. However, ethically the programs had to use food bank
resources to prove their validity to the people who were engaged in the seminar. Also, the ideas
had to connect back to the food bank so additional resources from outside sources had to be pre-
approved by the food bank stakeholders. This poses an ethical dilemma as some of the stake
holders are business owners in the community who did not wish to have their competition used
in the program. Also, 80% of the activities had to take place at the food bank which was not the
program planner’s choice but ethically it is the right choice as it promotes awareness of the food
bank and they are the monetary sponsor of the program. Ethically, all information about what is
being used and how it is being used will be made public to the board of directors and the public
to ensure that accountability is being ensured. This allows people who donate to the food bank
to know where their resources are going and that they are being put to good use. Even though
Caffarella, Daffron, Cervero and Wilson write that decisions are made by the program planners a
heavy influence appears to come in the form of verbal opinion from outside sources who have
invested interest in the organization. Ultimately, ethics can be tied back to politics and power
relationships in the program planning process.

9. Educational, Social and Cultural Barriers
It can be hard to determine what type of person uses the food bank in relation to their
culture or social background. The Hunger Count survey that is conducted every year gives an
idea of the economic situation but does not delve into the more personal aspects of people’s
lives. As a program planner, I do know that some patrons of the food struggle with
transportation, child care and financial issues which could impact their ability to attend this
workshop series. This is why many of the workshops will be held just before the food bank
opens so that participants will already have planned to be at that location. As a program planner
I wanted to remove the patrons from the food bank environment but struggled with transportation
costs, childcare arrangements and availability for the selected workshop.
The educational background will be unknown of most of the participants so it is
important to factor in many types of learning situations. The program planner, along with the
instructor, must create an environment that promotes learning at all ages with that attitude that
everyone deserves a chance for an education. Some of the participants may feel vulnerable
because they are using a community service so this barrier will have to be met head on with a
positive promotion of the program and the people involved. Culture is another aspect that must
be accounted for but not catered to in this program. This workshop series is meant to promote
the idea that food bank patrons have control over all aspects of their lives and that making the
most of what is provided will allow them this freedom. By steering away from the cultural the
program planner is attempting to create an environment that allows a neutral territory for
learning to take place.
Given that many of the food bank patrons are struggling with personal issues in their
lives it is important that these workshops do not over step their boundaries. As educators we are
attempting to provide the participants with an education that will help them make better use of
their resources but we are not qualified to deal with personal issues. However, we could provide
the name of free counselling services at each workshop that could be utilized. This would allow
patrons to feel that they have a place to go or call if they need to talk.
Another barrier is childcare which is difficult for many people. Legally, the food bank
cannot run a daycare however the people who are taking the workshops are welcome to bring
their children. The food bank will provide toys, books and crayons to keep the children occupied
while their parents are involved in the activities. We will also ask for volunteers who may wish
to help care for the children during cooking classes but this would have to be done in an open
environment where the parents could view their children and the volunteers would need a
criminal record check and vulnerable sectors check.
Since many of the patrons struggle with transportation the food bank will rent a bus that
can pick up at three separate locations if needed. However, the time of pick-up would have to be
adhered to as the distance between events is long in a small community. There would be no
charge for the patrons.
Operational Objectives
1. Ensure that patrons are using the resources of the food bank in the most effective way.
2. Provide life-skills classes that will allow food bank patrons to use the food bank less
often.
3. Provide the community with information about the services that the food bank provides.
4. Create a network of support that food bank patrons can access when they are struggling
with their personal lives.

10. Confidentiality
The food bank is operated by a board of directors, and is a not-for-profit organization, all
information about resources and financial use is made public. No exception will be made for
these programs. Numbers will be tallied at each workshop but no names will be taken as it is
not necessary. Also, the public is welcome to attend any of the events so there is no need to
withhold any information.
Marketing & Promotion
Marketing is essential to a program’s success as it creates public awareness about the
educational offerings that are taking place. When developing a message Cafferella and Daffron
express the importance of developing a clear message that is easily advertised and understood by
the participants that you wish to draw into your program. They conclude that “developing
marketing messages, whether these messages are in written, verbal, or visual form, make sure the
messages are clear, concise, important, and framed in a way that convinces the various publics,
such as past, current and, potential participants, partners, and other stakeholders, that the
programs being offered are timely and worthwhile” (2013, p. 322). Therefore, I have decided to
employ a strategy of advertising through paper ads, printed ads and verbal promotion at the food
bank center. The printed ads will emphasize that each program is free and offered at the food
bank location or nearby. The ads will also show that there are many free services for counselling
available and that additional information can be picked up at the food bank workshops.
Feedback & Evaluation data
Feedback is essential to any program and allows the program planner to make the
necessary changes with each program. Feedback also helps the stakeholders to understand how
the program has affected the participants and if it should be run again in the future. The
feedback will be kept simple as the education achievements of the participants are unknown.
Methods such as checklists or option answers allows participations to be involved in the
assessment process without feeling overwhelmed if they are low in literacy or writing skills.
Feedback forms will also have a comments box which will provide for a broader answer to be
applied if the participant should wish to share. The hope is not to overwhelm the participants
with the evaluation forms as there is not clear understanding of their educational backgrounds. It
is essentially to keep the feedback forms as simple as possible which may not directly line up
with the program objectives.
This feedback will allow the food bank to run similar programs in the future and learn
from any mishaps or mistakes that have taken place during the first course of running the
workshops. The feedback will be shared with the board of directors as well as any stakeholders
who wish to see the comments. All names will be removed from the feedback prior to the
sharing of the information.
Feedback form can be found at exhibit 1-D.
Instructional Plan Template

11. Learning
Objective
Content
Heading
Key Points to
Emphasize
Instructional
Techniques
Estimated
Time
The
participants
will be able to:
Demonstrate their
knowledge of
budgeting by
creating a
personalized
budget.
Budgeting Creating a
personalized
budget
Understanding
budget
terminology
Demonstrating
new skills
Lecture
Skill practice
exercise
Demonstration
with return
demonstration
90 minutes
Identify and create
variety of recipes
from the resources
that they acquire
from the food
bank.
Acquisition of
recipes
Understanding
the recipes and
the math
associated with
recipes
Identifying the
resources that
are provided by
the food bank
Lecture
Demonstration
with return
demonstration
Simulation
3 hours
Recognize that a
balanced lifestyle
takes practice and
will prepare
methods that can
be used to ensure
that they are
creating a positive
lifestyle for
themselves and
their families.
Creation of a
healthy and
balanced
lifestyle
Create a list of
methods that can
be used to create
a positive
lifestyle
Understanding
how choices can
impact our daily
lives
Lecture
Simulations
Fish bowl
Nominal groups
Skill practice
exercise
90 minutes
Participate in
creating do-it-
yourself items that
are found in any
household using
resources supplied
by the food bank.
Create do-it-
yourself items
Create a do-it-
yourself project
that can be used
at home
Identify the
resources that
the food bank
has provided and
how they can be
utilized
Lecture
Skill practice
exercise
Simulations
3 hours

12. Assessment Plan:
Learning Outcome One: A personalized budget will be created by the end of the session.
Learning Outcome Two: List of recipes and a sample of the food will be sent home with the
participants.
Learning Outcome Three: Participants will be able to identify healthy choices in their lifestyle and
confidently answer what is a balanced lifestyle.
Learning Outcome Four: Participants will take home a DIY project along with a list of others that they
can try on their own
Instructional resources and equipment needed: Please see Appendix 1-E for budget and list of
resources that are associated with all four learning outcomes.
For instructor: Instructors will refer to the feedback as provided by the participants after the
completion of each program.
For participants: Each participant will be provided with a feedback form which is labelled exhibit
1-D. Also, the instructors will visually observe to ensure that the participants are meeting the
objectives and alter the learning outcomes as needed.
Room Arrangement needed: Please refer to appendix 1-C for room layout that correlates with
each learning objective.
Appendix 1-B Needs Assessment
Paired Needs Statements Corresponding Learning
Objective
Type ofLearning
(Blooms Taxonomy)
1 PC: Food Bank patrons believe
that money is hard to manage and
feel it isn’t something just anyone
can learn.
DC: Food Bank patrons will
acquire the knowledge that
money managing skills obtained
by all types of people.
Food Bank patrons will
demonstrate their knowledge of
budgeting by creating a
personalized budget.
This learning objective
will focus on the use of
the cognitive as it
requires
comprehension of
knowledge and
application of skills. It
also encourages
collaborative learning
through peer-to-peer
discussions.
2 PC: Food Bank patrons feel that
they are eating the same foods
over and over again with no
variety in their diet.
Food Bank patrons will identify
and create variety of recipes from
This learning objective
focuses on the
cognitive, affective and
the psychomotor as it

13. DC:Food Bank patrons will
produce new recipes using an
ingredient such a ground beef or a
vegetable in a variety of ways.
the resources that they acquire
from the food bank.
has patrons examining
information, making
personal choices about
the foods they enjoy
and cooking with their
psychomotor skills.
3 PC: Food Bank patrons feel that
other aspects of their personal
lives are suffering because of
their economic situation.
DC: Food Bank patrons will be
given tips and techniques on
dealing with areas of their lives
that they feelare affected from
using the food bank services.
Food Bank patrons will recognize
that a balanced lifestyle takes
practice and will prepare methods
that can be used to ensure that they
are creating a positive lifestyle for
themselves and their families.
This learning objective
requires that learners
draw on their cognitive
and affective skills. By
examining their current
lifestyle, many
emotions will be
present and
participants must use
their cognitive abilities
to understand the
material that is being
presented.
4 PC: Food Bank patrons feel that
they are other items or supplies
that they need, which the food
bank cannot always supply, and
are unsure how to acquire them.
DC: Food Bank patrons express
interest in learning ways of
creating do-it-yourself items
around the home that will fill that
void of needed items.
Food Bank patrons will participate
in creating do-it-yourself items that
are found in any household using
resources supplied by the food
bank.
This learning objective
emphasizes the use of
all three (cognitive,
affective and
psychomotor) as it
encourages learners to
actively participate in
the learning
environment through a
hands-on learning
approach.
Needs Assessment Contd’
The Learner… Action Verb Content Conditions under
which the
learning is to be
demonstrated
Criteria for
acceptable
performance
(Howwill success
be measured?)
Food bank
participants will
be able to
Demonstrate Budgeting Participants will
create a budget
that is
personalized to
their needs
A personalized
budget will be
created by the end
of the session
Food bank
participants will
be able to
Identify and create Recipe Creation Development of
recipes that can be
utilized using food
bank items
List of recipes and
a sample of the
food will be sent

14. home with the
participants
Food bank
participants will
be able to
Recognize Balanced
lifestyles
Understanding
that balanced
lifestyles are
created through
positive choices
and supported by
members of the
participants family
Participants will
be able to identify
healthy choices in
their lifestyle and
confidently
answer what is a
balanced lifestyle
Food bank
participants will
be able to Participate DIY Projects
Completed DIY
projects which
will aid food bank
members in
creating useful
resources.
Participants will
take home a DIY
project along with
a list of others that
they can try on
their own
Appendix 1-A Schedule
DATE TIME ACTIVITY RESOURCES
Friday
April 3rd
,
2015
11:15 – 12:45
90 minutes
Budgeting Workshop
11:15 Participants will arrive and be
handed a pamphlet and worksheet on
budgeting.
11:30 The workshop leader will introduce
themselves and conduct a small
presentation about budgeting.
12:00 Participants will be offered a light
lunch while they complete their
worksheets. The workshop leader and two
volunteers will walk around and help
anyone who requires it.
12:30 Lunch will be cleaned up and
participants can take home the pamphlet
along with any other information about
budgeting.
12:45 Food bank opens
 Printed pamphlets on
budgeting
 Whiteboard
 Pens
 Dry erase markers
 Worksheets
 Laptop
 Projector
 Bread/cold
cuts/cheese
 Condiments
 Refreshments
 Cookies
Saturday
April 12th
,
2015
2:00 – 5:00
3 hours
Prepare-a-meal
2:00 – Participants arrive and can scan the
posted recipes and decide which group
they would like to join. Group A will be
making Creamy vegetable soup and Group
B will be making Tuna casserole. Once a
participant has chosen their group they
will issued a recipe card (with recipe), and
assigned to a station with the ingredients.
 Two easels
 Two full-scap paper
with Group A & B
options written down
 Ingredients for
recipes
 Recipe cards
 Hair nets
 Non-latex gloves
 Aprons

15. Each station will have two people per
group and the necessary sanitation items.
2:15 Participants will follow their
instructor as they create the selected dish.
They will only be using items that are
found at the food bank and that can be
used stored for use at a later date.
4:30 Participants will be offered
refreshments and cookies. They will also
be provided with take away containers if
they did not bring them so that they can
take a portion of their food home with
them. They will then be asked to clean up
their stations and put any borrowed items
back.
 Take-away
containers
 Refreshments
 Cookies
 Five other recipes
cards with
instructions and
notes about how to
make the recipe
Friday
April 17th
,
2015
11:15 – 12:45
90 minutes
Healthy Choices
11:15 Participants will arrive and be asked
to choose a seat at table where
refreshments and fresh fruit will be
waiting for them.
11:30 The presenter will introduce
themselves and explain each topic that is
going to be covered in the healthy choices
workshop.
11:45 The presenter will provide a brief
description of the topic about healthy
choices and distribute information sheets
about each topic. Participants will be
encouraged to ask questions and
participate in any exercises as requested by
the instructor.
12:30 The instructor will conclude the
sessions and go over the information that
was covered.
12:45 Food bank opens to the public
 Refreshments
 Fresh fruit
 Information sheets
 Lap top
 Projector
 White board
 Group activities
 Pens
Saturday
April 25th
,
2015
2:00 – 5:00
3 hours
DIY Projects
2:00 Participants will be greeted and can
view the two group projects that will be
taking place.
2:15 Each station will be provided with all
the materials needed for the DIY projects.
The participants will then be handed out a
card that will explain how to complete the
DIY project and asked to follow along as
the instructor demonstrates the project.
The first project will be DIY cleaner.
3:30 The class will take small break and
cookies and refreshments will be provided.
 Two easels
 Instruction sheets
 20 Glass Jars
 Lemons/Oranges
 Salt
 Vinegar
 Refreshments
 Cookies
 20 Ivory bars
 Baking soda
 Borax
 20 plastic containers
 Permanent markers

16. 3:45 Participants will begin the second
DIY project which is making your own
dish soap and laundry detergent.
4:45 The workshop will conclude with
participants cleaning up their stations and
they will take home the items they have
made at the workshop. They will also be
given five other DIY projects that can be
completed with the use of food bank items.
 Non-latex gloves
Note: At the beginning of each session participants will be asked to register their names and
contact information. This is to keep track of how many people attended each workshop for the
program planner, stakeholders and invested partners. During the last 15 minutes of each session
participants will be asked to fill out a feedback form that they do not have to put their name on
and will be collected in a box by the door upon leaving.
Appendix 1 – C Room Layout
A room layout can set the tone and mood for an entire program. Here are the two layouts I have
chosen. The first applies to learning outcome one and three while the second to learning outcome
two and four.
Layout One
Layout Two
P
R
O
J
E
C
T
O
R
Table
with
laptop
TABLE ONE TABLETWO
TABLE THREE
Instructor One Instructor Two
DividerWall

17. Appendix 1-E Budget
Item Cost Total
Room rental $100/per event $200
Paper $40/per box $80
Pens $1/per box $15
Printing $15/black $37/color $52
Laptop rental Donated $0
Projector rental Donated $0
Cookies $3.67/per box $36.70
Refreshments $1.10/per bottle $11.00
Dry erase markers $23.96/per pack $23.96
Cold cuts $45/per tray $90
Buns Donated $0
Cheese $4.97/per pack $9.94
Condiments Donated $0
Paper plates/cups/utensils $15 $30
Easels Donated $0
Recipe cards $4.56/per pack $4.56
Hair nets $124/per pack 1000 $124
Gloves $120/per pack 1000 $120
Aprons $75/per pack 1000 $75
Take away containers $2.77/per pack of 5 $27.70
Fresh fruit $40/per tray $80
Ingredients Donated $0
Lemons Donated $0
Glass jars $6/per case of 12 $48
Vinegar Donated $0
Salt Donated $0
Bars of soap $3.93/per 10 pack $39.30
Borax Donated $0
Baking soda Donated $0
Permanent marker $10.46/per 10 pack $10.46
$1077.62
Private Donations $500.00
Fundraising $300.00
Food Bank Funds $277.62
Note: The donated items are stored at the food bank and donated to lower the cost of the four
programs.

18. Exhibit 1-D
Feedback Form
Please check one box per answer and add any additional comments you feel necessary at the end
of the assessment.
1. The information was presented in an easy to understand format.
____Yes ___No
2. I will use the knowledge I gained today in my personal life.
___Yes ___No
3. The instructor was easy to understand and knowledgeable.
___Yes ___No
4. I would like to attend more workshops as I feel that they make a positive contribution to
my life.
___Yes ___No
Comments and Additional Thoughts:
References
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