The document discusses key concepts for preparing program budgets, including estimating expenses and income. It is best to overestimate expenses and underestimate income to allow for flexibility. Expenses can be fixed or variable. If costs exceed budgets, options include simplifying materials, reducing staff, or finding cheaper facilities. If income is lower, delivery costs could be reduced. The document also provides tips for increasing program participants through audience analysis, marketing, and constant program improvement.

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

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

4. Expenses – Key Concepts

11. A guide to increasing participants in your program (Caffarella, 2002, p. 316-328)

12. Is it even necessary for me to market my program?

15. Develop a marketing plan

17. 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 your audience: who are they? (Caffarella, p.320)

18. 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.

19. 4 P’s of Marketing

20. 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

23. Chapter 15

33. Chapter 16

35. Planning Model Main Steps Building a Solid Base of Support Discerning 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

36. Please refer to Caffarella page 369 for a complete and detailed checklist of the planning model.