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

Preparing Program Budgets

Involves translating intended program activities into dollars

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

Income Return on InvestmentParticipant Fees 10,000$ = ProfitSponsorship funds 2,000$ Total ExpensesGovernment grants 5,000$ = 1,500$

Total Income 17,000$ 15,500$ = 10%

ExpensesStaff 5,000$ Materials 1,000$ Facilities & Food 7,000$ Travel 2,000$ General 500$

Total Expenses 15,500$

Profit 1,500$

Expenses – Key Concepts

Expenses – Key ConceptsFixed Costs – Remain

stable regardless of the number of participants (e.g. marketing costs)

Variable Costs – Vary with the number of participants (e.g. food costs)

Estimating ExpensesWhen estimating the program expenses,

you need:to consider the 3 kinds of expenses:

development costs, delivery costs, evaluation costs

to know whether you need to account for both direct and indirect costs

To know which costs apply in which case

Overestimate expensesIt is best to estimate expenses on the high side in

order to build in some flexibility, especially if the principal source of income is participant fees

Estimating IncomeWhen estimating the program income, you

need:to know how much to ask sponsors to donate

and what to charge as a participant feeto be aware of the various funding sources and

any regulations that might restrict the use of the funds

Underestimate incomeIt is best to estimate income on the low side in

order to be conservative

A few tips for when…1) Actual costs exceed the budgeted costsConsider simplifying or eliminating instructional materialReduce the number of staff involved in the programConsider a different facility, one less expensive or in-house Shorten the program

2) Actual income is lower than budgetedThe program has already been developed so look at ways

the delivery costs could be reduced (e.g. instructors, materials, travel, food)

3) Program is cancelledRe-use previous instructional materialsCancel any contracts where there is little or no penalty

A guide to increasing participants in your program

(Caffarella, 2002, p. 316-328)

Is it even necessary for me to

market my program?

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

Develop a marketing plan

Being customer/participant oriented means:

Tracking all topics requestedMonitoring the websites that the participant

frequentsConducting focus groups exploring what

marketing techniques the participant favors.Making a task force to aid you in marketing.

Do a Target Audience Analysis

Age, educational levels, race, gender, ethnicity, social class

Language abilities

Special requirements?

What knowledge, skills, and experiences do they bring?

What is their learning style?

Why do they want to enroll?

Are they motivated to learn?

Are there costs for them to attend (childcare, travel)?

Know

you

r au

die

nce

:

who

are

they

?

(Caffarella, p.320)

Do a Context Analysis

Look at the surrounding environment of the potential audience.

What other factors in the participants’ context might influence their choice of the program? (eg. their friends are taking the course so they will too.)

Does your program transfer of skills plan fit into the participants’ context?

Participant’s family and supervisor might need to be sold on the benefits of the program.

4 P’s of Marketing

Promotion: Advertising

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

Make a marketing campaign plan:

Specify your audienceHave a well planned program and datePrepare and distribute promotional materialSpecify target completion dates and costs.

Tip:Constantly improve your programHOW?Look at the long-term view and develop high

quality programs.Listen to what participants say when they fill

out the assessment forms and make appropriate changes.

Know your competition and how they attract participants

Form partnerships.Find a market niche.

Chapter 15

Key Themes: Critical that program planners be detail-

oriented and track tasks before, during and after a program.

Proper logistics can contribute to a positive learning environment.

Suitable Facilities

“The physical environment in which education and training activities take place affect participants learning” (p. 339).

5 types of facilities commonly used: Hotel & motel facilitiesIn-house organizational facilitiesConference & retreat centersCollege & university facilitiesResort areas

Other placesOther places

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

Key Points to ConsiderBefore determining final location, consider

type of event, costs and contracts If possible, visit meeting space prior to event

to confirm it meets needsBe intentional in ensuring all details are in

place once location confirmed; checking if possible, the room’s arrangements or equipment the day before event

Meeting Rooms

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

Program Arrangements “The key to finalizing program arrangements

is ensuring that everything that can be in place is in place prior to the arrival of the participants (p.354).”

Opening the ProgramEnsure positive learning environment;

consider healthy refreshments, bring-your-own-mug, hand-cleaner, registration, orientation to the program,

Group size will influence the specifics on how these elements are designed

Monitoring the ProgramBe prepared for the unexpected; be flexible,

creative and have alternative solutions available

Consider collecting participant feedback

during the event itself for quick ‘check in’

Concluding the Program3 main tasks:

collect data for evaluation recognize participants for taking partprovide thanks

And finally be responsible to finish last few details of event including accounting for equipment, returning meeting space to previous setup, paying bills and other administrative functions

Chapter 16

There are 3 key factors that make this model a viable resource: (pg 367)Practicality and usefulness as a technical

description of the processEmphasis on people being at the heart of this

processImportance of context as a centering point for

action

Planning Model Planning Model Main Steps Main Steps

Building a Solid Base of SupportDiscerning the context

Identifying Program Ideas

Sorting and Prioritizing Program Ideas

Developing Program Objectives

Designing Instructional Plans

Devising Transfer-of-Learning Plans

Formulating Evaluation Plans

Making Recommendations and Communicating Results

Selecting Formats, Schedules, and Staff

Preparing Budgets and Marketing Plans

Coordinating Facilities and On-Site Events

Please refer to Caffarella page 369 for a complete and

detailed checklist of the planning model.