Boone's Conceptual Programming Model outlines a process for program planning that includes 3 interconnected phases - planning, design and implementation, and evaluation and accountability - and emphasizes understanding organizational needs, committing to organizational renewal, and using evaluation findings to improve future programs. The model provides guidance for various tasks within each phase, from identifying target audiences and their needs to measuring program outcomes and impacts. Program planners are encouraged to view planning as an ongoing, dynamic process rather than a linear sequence of steps.

1. Program Planning
Models
AEE 521
Fall 2006
Developed by: Dr. Deborah Boone
Revised by: Dr. Lisa Guion

2. Planning Models
Boone (1985) defines model as:
“a representation of a particular situation, for
use in structuring an attack on new
questions and old questions that still need
satisfactory answers or solutions.”

3. Planning Models
Caffarella (1994) “states that program
planning models consist of ideas about how
programs should be put together and what
ingredients are necessary to ensure
successful outcomes.”

4. Program Planning Models
Program Planning models come in all shapes and
sizes. Planning models can be very simplistic
with steps 1-5 for example, or very complex,
using highly developed flow charts or in-depth
qualitative descriptions.
Some models are linear, in these, the planner is
expected to start at step one and follow each
step in order until the process is completed. This
may be helpful to newcomers, but soon loses its
appeal because it does not represent the day to
day working reality of most program planners.

5. Program Planning Models
An alternative to the linear approach is to
conceptualize program planning as a
process that consists of a set of interacting
and dynamic elements or components.
This non-sequential model allows program
planners to address a number of the
components simultaneously, to rearrange
components to suit the demands of
different situations. (Source:
Cafferella, 2002)

6. Usefulness of Planning
Models
 Resources are used more efficiently

Including people, time and money
 Daily work is made easier
 Provides a guide for continuing action
 Fosters teamwork

Provides a means for clarifying
roles/responsibilities

7. Usefulness of Planning Models
(Continued)
 More effective supervision and control

Planner has a clear, detailed process
outlined
 Development of better programs
 Models dictate proactive thinking

8. Why Models are not used
 Time Pressures
 Organizational Climate
 Lack of Knowledge About Models
 Belief That Models are Too Confining

9. Boone’s Conceptual Programming
Model
 Consists of 3 interconnected and related
subprocesses: 1) Planning, 2) Design and
Implementation and 3) Evaluation and
Accountability
 Each subprocess includes sequenced and
action-driven processual tasks that should
be completed

10. Importance of Processual Tasks
 Unique to Boone’s Model
 Approach programming from a conceptual,
process oriented point of view RATHER THAN a
trial and error standpoint
 Actions (tasks) are conceptually driven
 Actions (tasks) are logical and are well thought
out
 Actions (tasks) based on theory, proven best
practices, empirically tested models, etc.

11. Subprocesses
Planning
 The organization and its renewal process
 Linking the organization to its publics
Design and implementation
 Designing the planned program
 Implementing the planned program
Evaluation and Accountability
 Formative/process and summative evaluation
 Accountability

12. Boone’s Conceptual Programming Model
Planning Design and Implementation Evaluation and Accountability
The Organization and its Renewal Process Designing the Program Evaluation
Translate expressed need(s) into analyzed needs and
Understand and commit to the functions of the organization: construct a hierarchy. Determine, measure and assess program outcomes.
Mission
Philosophy
Objectives
Formulate a learner objective for each analyzed need and
arrange them into a parallel and connecting objectives
Understand and commit to the organization's structure: hierarchy. Assess program inputs.
Roles
Relationships
Select appropriate learning experience(s) for each objective Analyze and assess the relative effectiveness of decisions
Become knowledgeable of and skilled in the organization's management and arrange them into a parallel and connecting made and actions taken in implementing the
process: change strategies hierarchy. programming process.
Supervision
Staff development
Evaluation/accountability Accountability
Select an outcome for each learner objective and arrange them
Understand and commit to a tested conceptual framework for into a parallel and connecting change strategies Report outcomes to publics, the organization, funding
programming. hierarchy. sources, the governance body, and the profession.
Use evaluation findings for program revisions, replanning,
Understand and commit to organizational renewal. Implementing the Planned Program and organizational renewal.
Linking the Organization to its Publics Develop plans of action to implement the planned program.
Continuously scan the organization's external environment. Action strategies:
Procure, develop and deploy human and other resources to
Study, analyze and map the organization's current and emerging publics. implement plans of action.
Develop and implement strategies and techniques for
marketing the planned program and its plans of action.
Identify and rank target publics and stakeholder groups. plans of action to implement the planned program.
Identify leaders of target publics and spokespersons of stakeholder Monitor, through formative evaluation and other means, the
groups. implementation of plans of action.
Interface with these leaders and spokespersons to begin dialogue about Use feedback to make changes in plans of action and the
education needs of target publics. planned program.
Engage these leaders and spokespersons in collaborative identification,
assessment, and analysis of expressed needs of target publics. From Boone, Safrit and Jones p. 43

13. Planning
Planning encompasses several processes that
influence the formation of a program:
 Plan program that help fulfill organizational
mission
 Understand the culture, context, and structure of
the organization that the program will operate in
 Commit to organizational renewal (using
feedback to improve organizational
effectiveness and relevancy)

14. Design and Implementation
 Determining needs
 Identification of target audiences
 Development of program objectives
 Setting program priorities
Includes selection and/or development of :
 Program content
 Delivery methods
 Resource materials
 Time line for implementation & evaluation
 Conducting program
 Etc.

15. Evaluation
Includes planning procedures to measure program success
(outcomes) and impact.
 Determine how to measure short, midrange and long-
term change in target learners (what will indicate that
they learned) - OUTCOMES
 Determine how to measure changes in societal,
economic or environmental conditions as a result of the
program – IMPACTS
 Determine how to measure any changes in policy that
may result
 Report outcomes and impacts to key stakeholders

16. Using evaluation findings for:
 program revisions
 organization renewal
 accounting to the publics, the
organization, funding sources, governance
body
 advance the profession (model program)

17. Some Guiding Principles for My
Program Planning Work Based on
Boone’s Programming Model
 Must have commitment at all levels of the organization.
Must commit to organizational renewal.
 Study, analyze and prioritize target publics/learners
 Identify formal and informal leaders who will aid in
identifying and assessing specific needs of target
learners
 Different types of needs, focus on felt and expressed
needs
 Translating expressed needs into outcome-based
objectives then develop a planned program to achieve
objectives (planned change)

18. Discussion
 What are some general principles for
planning your community-based
program(s) that you can take from
Boone’s Conceptual Programming Model?

19. References
 Boone, D. (2005). Course Materials from
Program Planning in Agricultural and Extension
Education offered Fall, 2005, at North Carolina
State University.
 Boone, J. B.; Safrit, R. D.; and Jones, J. (2002).
Developing Programs in Adult Education: A
conceptual Programming Model. Prospect
Heights, IL: Waveland Press, Inc.