ADHE 329 Assignment #2 Page 1 of 11 Assignment 2 Template Marking criteria Needs Assessment Overall strategy and rationale PCs: sources of information and research methods; appropriateness of collection procedure DCs: sources; who decides? (values/power) /10 Capabilities PC/DC pairs: explicit and clear; ascribed vs felt; timing; settling disputes Priority: criteria (importance and feasibility); appropriateness (who decides?) /5 Goals and Objectives: General goal(s) List of specific learning objectives Rationale: link between objectives and goal; choice of format Types of learning: specified and explained Summary of needs and objectives (e.g. worksheet) /5 Reflection and Insights: Conclusion Evidence of research, appraisal of resources Insights/observations on program planning /5 Presentation/Organization/Style: Grammar, Syntax, Typos, Spelling Paragraph/Sentence Structure ("readability") Headings and Subheading ("organization") Footnotes, References, Bibliography Punctuality /5 Total: /30 Assignment #2 Justify, Focus Planning, and Clarify Intentions This assignment should distinguish between the following two ideas: process (a needs assessment) and the products of that process (PCs, DCs, program goals, learning objectives). I. Consider Your Reflections: What are your reflections on and revisions for Assignment #1? II. Justify and Focus Planning: a. What is the general strategy you would employ to assess the needs of the learner community identified in Assignment #1, and how do you justify this/these strategies over others (explain specifically referring to the factors in your context that make this a good choice). 1. Are your descriptions and rationale thorough, clear, and justified? Why you have chosen this particular approach over other possibilities? 2. What characteristics of the organizational context and learner community are especially important to consider in developing your needs assessment? What factors in your context affected your choice of strategy? Are there any ethical/political/social ramifications? 3. Determining the present capabilities (PCs) – questions to consider: 1. What are the sources of information you will access? Explain your choices. 1. How appropriate are the collection procedures you have chosen for your context/ learner community? 1. Have you considered how the data will be used and whether it is necessary? 4. Determining the desired capabilities (DCs) – questions to consider: 1. What are the sources of information you will access? Explain your choices. 1. How will the desired capabilities be determined and by whom? 1. Have you considered and made explicit the underlying value / power systems influencing decisions about DCs? 1. How do you prioritize your list of needs statements? c. Provide a comprehensive set of need statements (pairs of PCs / DCs) 1. Are they explicit, clear, in accordance with guidelines and did you consider ascribed versus felt needs? 2. Who will be respo.

1. ADHE 329 Assignment #2 Page 1 of 11
Assignment 2 Template
Marking criteria
Needs Assessment
Overall strategy and rationale
PCs: sources of information and research methods;
appropriateness of collection procedure
DCs: sources; who decides? (values/power)
/10
Capabilities
PC/DC pairs: explicit and clear; ascribed vs felt; timing;
settling disputes
Priority: criteria (importance and feasibility); appropriateness
(who decides?)
/5
Goals and Objectives:
General goal(s)
List of specific learning objectives
Rationale: link between objectives and goal; choice of format
Types of learning: specified and explained
Summary of needs and objectives (e.g. worksheet)
/5
Reflection and Insights:
Conclusion
Evidence of research, appraisal of resources
Insights/observations on program planning
/5
Presentation/Organization/Style:
Grammar, Syntax, Typos, Spelling
Paragraph/Sentence Structure ("readability")

2. Headings and Subheading ("organization")
Footnotes, References, Bibliography
Punctuality
/5
Total:
/30
Assignment #2
Justify, Focus Planning, and Clarify Intentions
This assignment should distinguish between the following two
ideas:
process (a needs assessment) and
the products of that process (PCs, DCs, program goals, learning
objectives).
I. Consider Your Reflections:
What are your reflections on and revisions for Assignment
#1?
II. Justify and Focus Planning:
a. What is the general strategy you would employ to assess
the needs of the learner community identified in Assignment #1,
and how do you justify this/these strategies over others (explain
specifically referring to the factors in your context that make
this a good choice).

3. 1. Are your descriptions and rationale thorough, clear, and
justified? Why you have chosen this particular approach over
other possibilities?
2. What characteristics of the organizational context and
learner community are especially important to consider in
developing your needs assessment? What factors in your
context affected your choice of strategy? Are there any
ethical/political/social ramifications?
3. Determining the present capabilities (PCs) – questions to
consider:
1. What are the sources of information you will access? Explain
your choices.
1. How appropriate are the collection procedures you have
chosen for your context/ learner community?
1. Have you considered how the data will be used and whether it
is necessary?
4. Determining the desired capabilities (DCs) – questions to
consider:
1. What are the sources of information you will access? Explain
your choices.
1. How will the desired capabilities be determined and by
whom?
1. Have you considered and made explicit the underlying value /
power systems influencing decisions about DCs?
1. How do you prioritize your list of needs statements?
c. Provide a comprehensive set of need statements (pairs of
PCs / DCs)
1. Are they explicit, clear, in accordance with guidelines and
did you consider ascribed versus felt needs?
2. Who will be responsible for writing the set of need
statements?
3. Is the timing to achieve DCs appropriate and justifiable?
4. How will you manage disputes over either PCs or DCs?

4. III. Clarify Intentions – Develop Goals and Objectives:
a. What are your general goal statements? These are "broad
statements of purpose or intent” for the entire program – focus
on learning, not program operations or instruction.
b. What are the specific learning objectives that support your
goals? Use the Worksheet 2 below. (Please post your list of
learning objectives along with the title of your program and a
two or three sentence reminder of what you’re planning. You
post this to the discussion forum: Developing your needs
assessment and learning objectives.) Doing this ahead of the
assignment deadline means more opportunity for feedback.
c. Have you drawn the links (relationships) between and
among the objectives (i.e., which ones must be achieved first);
also between the needs you have identified and the intended
outcomes of the program? That is, have you shown how the
objectives clearly address the identified needs?
d. Have you made explicit and justified the objectives format
you chose? (e.g., Mager, Caffarella, Gronlund, etc.)
e. Have you identified the types of domains of learning your
program will foster – cognitive, affective, psychomotor – and
explained your reasoning? It is a good idea to note the domain
represented by each learning objective on your objectives
summary.
IV. Summarize Needs and Objectives:
See worksheet later in this file for a suggested format.
V. State Your Conclusions:

5. a. What are your concluding reflections on this assignment?
1. How does this unit justify and focus your planning?
2. What insights have you gained from developing units one
and two of your program plan?
3. How have these influenced each other, and your
preliminary thinking for the rest of your planning?
4. What resources have been most helpful in the development
of your ideas?
Word Count: 2000 words (excluding worksheets)
Worksheet 1: PCs/DCs
Paired Needs Statements
Corresponding Objectives
Type of Learning
1
PC:
You should take the statements you write here and refine them
in the next worksheet.
DC:
2
PC:
DC:

6. 3
PC:
DC:
4
PC:
DC:
5
PC:
DC:
6
PC:
DC:
7
PC:

7. DC:
8
PC:
DC:
9
PC:
DC:
10
PC:
DC:
Worksheet 2: Learning objectives
This is a worksheet for developing your learning objectives.
Consider each of these aspects of your objectives. You should
use the columns to help you write different parts of the learning
objective statement.

8. The Learner…[footnoteRef:1] [1: This worksheet is based on
Caffarella and Daffron, Exercise 8.1 page 205.]
Action Verb
Content
Conditions under which the learning is to be demonstrated
Criteria for acceptable performance
(i.e. how will you measure success?)

9. Assignment 3
Marking criteria
Discussion of Planning Context and Learner Community /5
Schedule for Program
• Sufficient detail: schedule and activities
• Effectiveness/feasibility of schedule
• Appropriate sequencing of tasks• /5
Instructional Approaches and Activities
• What approaches/activities and why?
• Instructional Aids
• Room Arrangements
• Barriers for participants; how to address them
• Building a positive climate; learner participation
• Roles of Instructor/Participants
• Link plan to objectives stated in #2• /10
Reflection and Insights:
• Conclusion
• Evidence of research, appraisal of resources
• Insights/observations on program planning /5
Presentation/Organization/Style:
• Grammar, Syntax, Typos, Spelling
• Paragraph/Sentence Structure ("readability")
• Headings and Subheading ("organization")
• Footnotes, References, Bibliography /5
Weighted Total:
/30
Assignment #3
Formulate an Instructional Plan

10. I. Consider Your Reflections:
What are your reflections on and revisions for Assignment
#2?
II. Develop an Instructional Plan:
a. What characteristics of your planning context and learner
community are especially important to consider when designing
your instructional plan? (e.g., size of participant group,
existing knowledge/skills, instructor ability, nature of learning
task, type of objectives, etc.) Explain briefly how these factors
affected your plan.
b. Provide a detailed schedule of the program, indicating the
distribution of hours among major topics to be covered, breaks,
white space (buffer time), and other elements of the program.
Recommendations for structuring this are the “Detailed
Instructional Plan” in Lesson 6 or Caffarella and Daffron’s
Exhibit 8.4 on p. 208 (the latter is particularly good because it
explicitly links your instruction to the stated learning
objectives; c.5. below; see worksheet later in this file). Include
a detailed outline of instruction, describing each instructional
technique, the estimated times, and aids required for each.
c. Justification for your instructional plan.
1. Explain why you chose the specific instructional
approaches and activities for this program (See Caffarella and
Daffron pp. 186 and following for details).
2. What room arrangement would be most suitable for your
program and why?
3. What possible barriers might participants encounter within
this learning experience and how might you address these
through your instructional design?
4. How would you build a positive learning climate

11. (physically, psychologically, and emotionally)? How and why
would you involve participants? See the Wlodkowski reading
for ideas on how to structure this discussion.
5. What are the roles of both the instructor and participants
within each aspect of the learning process?
6. Have you included your set of statements regarding the
needs, goals, and objectives? Have you demonstrated the links
(relationships) between the objectives you have identified in
Assignment #2 and the instructional techniques, content, and
process you have developed here?
III. State Your Conclusions:
What are your concluding reflections on this assignment? How
might the development of your instructional plan influence what
you have planned and will plan?
IV. Online discussion forum.
Please post a brief description of the instructional techniques
you’ve selected and why you think they will be effective for
your learners. Only a brief sampling is expected, not a full,
detailed explanation.
Word count: 2000 words (excluding the Instructional Plan table
below)
Assignment 4
Marking criteria
Promotion/Communication
• Promotional Plan: Rationale: strategy and means of
communication
• Content: what to communicate and when• /2.5
Budget, Admin and Support Services

12. • Budget: Sources of financing: Exhibit 14.3
• Resources provided without cost
• Program costs: Exhibit 14.1; direct and indirect
• Discussion of profit/break even and program fees
• Administrative Plan: Description of tasks and
responsibilities; rationale for adding/omitting
• Chart: who is responsible for each task & when
• Contingency provisions
• Support Services: What is necessary, why, and how they
will be provided
• /5
Evaluation Plan
• Stakeholders and expectations; Purpose of evaluation
• Which methods and when to employ them
• Method for collecting and summarizing data; Results: who
receives them, why, for what use
• /5
Reflection and Insights:
• Conclusion
• Evidence of research
• Insights/observations on program planning• /5
Presentation/Organization/Style:
• Grammar, Syntax, Typos, Spelling
• Paragraph/Sentence Structure ("readability")
• Headings and Subheading ("organization")
• Footnotes, References, Bibliography• /2.5
Total
/20

13. Assignment #4
Formulate an Administrative Plan and Summative Evaluation
Plan
I. Your Reflections:
What are your reflections on and revisions for Assignment
#3.
II. Your Promotional Plan:
a. What means of communication and promotional strategies
would be most effective in reaching your learner community?
b. What kind of information about the program should be
communicated and when?
Your promotional plan should discuss in some detail exactly
what it is you plan to say and what media you will use to get
this message out. Caffarella and Daffron (p.325) illustrate some
of the detailed aspects of promotion to consider.
III. Program Budget: (point form is fine, but be sure to justify
your statements)
a. How will the program be financed? (Adapt exhibit 12.1, p.
307-308 of textbook to your program; indicate estimates for all
sources of income; see the worksheet later in this file)

14. b. What resources will be contributed without cost to the
program? Be sure to indicate the monetary value for each of
these.
c. What are the costs of the program? Adapt exhibit 12.1, p.
306-307 of textbook to your program. Consider both direct and
indirect costs – indicate estimates of the fair market value for
all resources used in the program even if they are being
contributed. (; see the worksheet later in this file)
d. Does the program have to make a profit or break even, why
or why not?
e. What fees will be charged and how did you calculate
these?
IV. Support Services: (point form is fine, but be sure to justify
your statements)
Have you specified the support services necessary for program
success, explained the need for these based on the learner
community characteristics, and indicated how each service will
be provided?
V. Administrative Responsibilities: (point form is fine, but be
sure to justify your statements)
a. Have you provided a description of the administrative
tasks and responsibilities and your rationale for adding or
omitting tasks? The chart later in this file can be used to
specify who is responsible for completing each task and when it
will be completed. Note: This is just a suggested format to
facilitate the process of outlining administrative tasks. It may
be adopted to accommodate all of the tasks or adapted to suit
your ideas.

15. b. What provisions have you considered for dealing with
contingencies? See Lesson 11 for a partial list, in order to give
you ideas to start your thoughts on contingencies in your
situation.
VI. Summative Evaluation Plan – Identify What to Evaluate:
(see the Fenwick reading and Caffarella/Daffron Chapter 10)
a. Who are the stakeholders in the evaluation and what
information would they expect to receive?
b. What is the primary purpose of the evaluation you would
conduct?
c. What components or aspects of the program do you plan to
evaluate (program design, learner satisfaction, learning change,
etc.) and why?
1. What specific “evaluation questions” do you seek to
answer for each component?
2. What evidence will you collect to answer each evaluation
question? (Where will you look to find data? e.g., personal
sources: participants, supervisors, program staff, instructors,
administrators, customers, community members, consultants,
etc. Or non-personal sources: reports, documents, program
artifacts, etc.)
VII. Describe and Justify Evaluation Methods:
a. What methods will you use to collect evaluation data and
when will you employ these? The “Evaluation Plan” provided
in Lesson 8 is a good format to use, as it gives a clear, concise
summary to which your discussion can refer. Using this table
forces you to think through the method you will use to analyze
each potential evaluation question. Even with a relatively
simple evaluation process, this helps to focus your plan. (see

16. the worksheet later in this file).
VIII. Describe and Justify Data Analysis Process:
a. Who should receive the results, why, and to what uses will
they be put?
IX. State Your Conclusions:
a. What are your concluding reflections on this assignment?
How might your consideration of the administrative plan
influence what you have planned and will plan? How has your
consideration of the summative evaluation influenced your
thinking on the previously developed components of the
program plan?
b. What resource was the most influential in your planning?
c. What are your overall reflections on developing this entire
planning project? Please post your thoughts online in the
appropriate discussion forum. Your online contribution is
related to Assignment 5. Please see details there.
Word count: 1500 words, excluding any worksheets used
Last revision May 2014