Program planning is a process which takes you from ideas to action and then to an evaluation which tells you if (or how well) you were able to accomplish your ideas. In "moving from ideas to action," you first need ideas, then you must put them into action. Module E-5 shows you how to identify the educational needs of a group, organization or community. This module will help you generate ideas. Module E-6 will show you how to determine priorities from the ideas. Module E-7 will give you practice in writing objectives. Module E-8 will give you specific techniques for assessing resources to tell you if your objectives are realistic. Module E-9 then shows you how to put all of the work of these other modules into a written plan. Module M-2 describes how to implement a written plan and module E-10 describes how the plan can be evaluated. To become competent in program planning you will need to complete each of these modules.

This module will briefly review the steps in program planning. It will show the relationship of the seven steps and the importance of each step to the program planning process.

After studying this module you should be able to:

1. Explain the essential steps in "moving from ideas to action."
2. Describe how each of the seven steps is related to each other.

Why are some groups able to plan and complete one project after another? Why do others seem to get little accomplished except complaining and bickering? Why are outsiders sometimes able to quickly help a community identify problems and plan solutions which have perplexed local people for years?

Part of the answer to each of these questions is in knowing how to organize and what steps to follow. The process outlined below is one way to guide leaders and workers through the essential steps to project accomplishment.

Basically, this process is like any planning process with one key difference. This process cannot work without complete collaboration on the part of all people involved. Assumptions about the community and decisions for it must be made openly by community members. Leading a group through this process means guiding, not controlling, so that ownership of the project stays where it belongs--with the people, not just with the "leaders."

Identify Issues - Step I

Find out what is on people's minds--their concerns, needs and wants. Write these issues down, checking with the person who suggested each one for clarification. Include as many people as possible in this step. Take plenty of time to be certain that everyone has been encouraged to express all concerns. Several sessions and more than one technique may be needed to carry out this step.

Techniques which may be used to identify the issues include brainstorming, the nominal group process, a community survey and force field analysis. These techniques must be used correctly to be effective.

Set Priorities - Step II

Now separate needs from wants. People who are emotionally involved in an issue may confuse their own "wants" with community "needs." Sort out issues that are important to only one or two people. Focus on the really important issues. Determine which is most important, second in importance, third...etc. Then decide the correct sequence for attacking the top priorities. In most cases, the nominal group process is the best technique for setting priorities. Others which may be considered include an attitude survey, group discussion and consensus building.

Again, involve as many people as possible. At least be certain that all viewpoints are represented in the group which is setting priorities.

 Set Goals and Objectives - Step III

Determine what needs to be done about each priority and state that as a goal. Then break the goal down into more specific objectives. Here is an example of how this worked in one community organization:

Issue - Tourist accommodations are inadequate.

Goal - Provide more tourist accommodations.

Objectives -

1. By June 1, a local sales team will be formed by the town.

2. By December 31, a contract will be signed by the Town Council and the motel chain specifying agreements to construct a motel.

A goal is a general statement of intent. An objective tells who will do what by when. Well-written objectives are challenging, realistic, specific, measurable, simple, and not too confining.

Assess Resources - Step IV

What human, financial, and physical resources are available to carry out the objectives? If the resources are inadequate, for any reason, then the objectives may need to be rewritten to make them more realistic.

Techniques which may help assess resources include a local resource inventory, public meeting, or discussions with individuals who are aware of the area, state, and federal resources. Communities should overlook neither local nor outside resources.

 Form a Plan - Step V

Once the available resources are in line with the objectives, a plan should be written down. People involved will want to discuss alternative strategies for meeting the objectives. The plan represents the best alternative.

The objectives as well as activities for meeting the objectives should be included in the plan. The plan should specify individuals' responsibilities and a time by which each activity will be completed. The plan coordinates all of the resources so the overall goal is accomplished logically and efficiently.

In delegating responsibilities, keep in mind that some people are willing to help plan, some will legitimize, some will provide resources, and some will be workers. If planners are called on to be workers, they may rebel and fail to deliver. Using people in the wrong roles is a common mistake. Be sure people are committed to do specifically what the plan requires of them.

Implement the Plan - Step VI

Constantly refer to the written plan to guide the work. Techniques needed at this point include effective communication, conflict resolution, group dynamics, and publicity. If the plan has been carefully written, individuals who have the necessary skills will have the responsibility to use those skills at the right time.

In some communities, people lack some of the critical skills or at least the confidence to use them. In that case, the community should organize training to develop necessary skills before plunging ahead.

Evaluate Results - Step VII

Encourage feedback from everyone who is involved. As people implement the plan, they will invariably run into snags. Everything cannot be anticipated in the plan. At this point, it may be desirable to adjust the plan to make it more realistic before proceeding. Maintain an attitude of flexibility which will enable minor adjustments or, if necessary, a major adjustment where the entire plan must be rewritten due to a major snag.

When you think the project is completed, check the objectives to be certain nothing has been overlooked. You may want an outsider to conduct a formal evaluation in some cases. You will at least want to record what you did, right or wrong, to improve chances of success on future projects.

The process described above is sequential. Step three cannot be accomplished until steps one and two have been done. However, once you get into step three, it may change your thinking on steps one and two. When you backtrack to make changes, follow the effects of those changes through each succeeding step.

In any educational program, readiness is an issue. The best plan will have little chance of success if people aren't ready for it. Finally, use consultants if they are available. Don't get into the rut of trying to do too much by yourself. Ask for help and use it.

1. What happens if you skip one of the steps? How will that omission affect the process? ...the success of your group in accomplishing its ideas?

2. Which of these steps is most commonly ignored by the groups, organizations or communities in which you work? Why?