Program Development
www.ksre.ksu.edu
Why Plan?
“It is of paramount importance that every extension worker
have a vision. When the work for the year has been
mapped out… try to visualize the results that should be
obtained …no really worthwhile undertaking has ever
been carried to successful completion without careful
and definite plans being made in advance.”
--The Extension Worker’s Code
T.J. Talbert, Feb. 1922
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Planning will….
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Provide a road map
Help clarify needs and goals
Help look at the “big picture”
Improve quality and effectiveness of
educational programs
• Help prioritize work and maintain focus
• Help articulate priorities
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Proactive vs. Reactive
Programming
• Proactive = planned programming
– Should account for about 50% of an agent’s work time
• Reactive = unplanned programming
– Is used to address emergencies or issues that need
immediate response
– Includes responding to questions
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Proactive (planned)
Programs
• Should lead toward one or more of K-State
Research and Extension’s long term intended
outcomes
• May take years to complete
• Rarely should an agent and the PDC (program
development committee) have more than 2 or 3
proactive programs, usually three to five for the
county or district
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K-State Research
and Extension Action Plan
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Healthful Eating and Physical Activity
Healthy, Sustainable Communities
Positive Child, Youth and Family Development
Positive Adult Quality of Life
New and Enhanced Products from Agriculture
Conservation of Soil, Water and Energy
Improved Quality of Land, Air and Water
Efficient and Sustainable Cropping and Horticultural Systems
Efficient and Sustainable Animal Production Systems
Farm and Food Systems Management
Safe, Secure, High-Quality Food Supply
Enhanced Nutritional Quality of the Food Supply
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Steps in Program
Development
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Analyze the situation
Set priorities
Design the program plan
Implement the program plan
Evaluate, report and/or revise the plan
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How to Develop
an Extension Program
• In Kansas, we use the logic model framework to
develop extension programs
• This framework includes:
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Current Situation
Inputs (what we invest)
Outputs (what we do and with whom)
Outcomes
– Knowledge gain
– Action taken
– Long term impact
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What is a Logic Model?
• A picture of a program…a map to follow
• A simple description of the program “theory” or
“action” which explains the program
• Logical chain of connections showing what the
program is to accomplish
• A series of “if-then” relationships
• Core of program planning and reporting
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Simple Logic Model
• A graphic representation that shows logical
relationships between inputs, outputs and
outcomes relative to a situation.
SITUATION
Inputs
Outputs
Outcomes
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Situation
• Clearly states the issue, problem or opportunity
that needs an educational solution
• Should be specific to the county, district and/or
community
• Helps set priorities
• Engage key community leaders in discussion
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Inputs
• What we invest in the educational program
• What we need to be able to deliver the program
• Includes:
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Time of faculty, staff, volunteers, collaborators
Money
Equipment
Materials
Technology
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Outputs
• What we do and who we reach
• Activities
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Workshops
Counseling
Facilitation
Training
Field Days
• Participation
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Participants
Clients
Users
Customers
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Outcomes
• What results due to educational program
• Short-term
– Awareness, knowledge gain, skills learned
• Medium-term
– Behaviors changed
• Long-term
– Impact…. Conditions changed
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Program Plan
INPUTS
OUTPUTS
Activities
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N
Participation
OUTCOMES
Short
Medium
Long-Term
What we
Invest
What we
do
Who we
reach
Learning
Action
Conditions/
Impacts
Faculty
Staff
Volunteers
Partners
Time
Money
Equipment
Materials
Technology
Workshop
Meeting
Consult
Facilitation
Training
Field Day
Media
Participants
Customers
Citizens
Awareness
Knowledge
Attitudes
Skills
Opinions
Aspirations
Motivations
Behavior
Practice
Decisions
Policies
Social
Economic
Civic
Environmental
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Reporting and Evaluation
• We report outcomes (impacts) and success
stories quarterly
• We report our accomplishments annually
• Reporting Web site: www.reporting.ksre.ksu.edu
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