Intentional Program Design
“make the time”
It is easy to become busy and focused on the ‘way we always do it’ when it comes to planning educational programs for youth — plan, deliver, evaluate, and repeat. But making the time to improve the program is necessary when we aim to meet the needs of youth today. As evaluators in the field of youth development, it is important for continuous program improvement to become a part of our regular work cycle.
Welcome to the second session of the Program Planning and Evaluation for PYD Impact Academy. This session will continue to build on moving from theory to practice and focus on establishing the connections between the delivery of youth development programming and the intended PYD outcomes. Self-paced learning assignments include a review of a continuous improvement model and an introduction to intentional program design. During the live webinar session, hosted by experienced PYD evaluators, you will learn more about establishing good performance objectives, will follow the steps in a program cycle, and will be introduced to the Intentional Program Design Rubric.
Learning Objectives for Session 2
- Understand how the 4-H Thriving Model serves as an “umbrella model” under which local 4-H programs are planned.
- Understand the role and importance of a continuous program improvement model.
- Develop an understanding of the steps of intentional program design, including logic modeling.
- Develop skill using a program planning tool to ensure that PYD is purposefully included in program design.
Apply learning to a common 4-H program to elevate PYD impact.
Before you begin – please register for one of the two required webinars for Session Two
Please complete the self-paced learning assignments listed below in the order they are presented
Clicking on the button will open a new tab. To return to the session content, click on the PYD Academy tab on your browser’s tab list. This will take you back to where you left off.
Step One – Read
Intentionality Means More Than Just Paying Attention to Youth
In this blog entry from Youth Development Insight, Dale Blyth shares the meaning of intentionality and how it is purposeful. By designing contexts youth experience, being deliberate about the way we interact with them, and having expectations of them as well as expectations of what we do to encourage and enable them, we can become more intentional in providing opportunities and supports for young people and their development.
Take Away: Intentionality is purposeful, it has an end in mind. Reflect on one or more of your current program efforts, can you clearly see the end and is it the ending you designed?
Step Two – Read
Using the 4-H Youth Development Program as an example, Mary Arnold considers the importance of program theory of change and theory of action in program planning, and the need for the translation of research into practice to explain the theory. Umbrella program models are also highlighted as a way for guiding and supporting the program planning efforts of local Extension professionals. Attention to program theory, translation of research, and umbrella program models are three ways in which capacity-building efforts may be directed.
Take Away: High-quality PYD programming should be based on sound theory. Multiple theories and models will continue to emerge and evolve, this article presents an umbrella approach to guide program planning.
Step Three – Watch
Video of Steve Jobs on Continuous Improvement
In a portion of the interview from the early 90’s, Steve Jobs, an American inventor and entrepreneur, shared what he learned from Dr. Joseph Juran, a management consultant, engineer, and author, who was an advocate for quality and quality management. By approaching processes scientifically and questioning what we do, the quality of our work improves.
Take Away: When asked about customer input on the development of the Model T, Henry Ford famously said, “if I had asked people what they had wanted, they would have said a faster horse.” Continuous improvement isn’t about fixing what’s not broken, but continuing to innovate. Consider how this approach might apply to PYD programming.
Step Four – Read
The Logic of Youth Development: Constructing a Logic Model of Youth Development through Sport
Mary Sara Wells and Sky Arthur-Banning share how the use of Logic Models by youth sports programs in parks and recreations departments has assisted professionals with designing intentional programs. A completed Logic Model example is shared in the article; use of the Logic Model has helped administrators and managers maintain their focus and energy and has also assisted with evaluation efforts and reporting the results of programs.
Take Away: Logic models are a tool for “intentional” program planning and evaluation. Review these examples for another youth serving organizations and consider how logic models might be useful for creating the recipes and roadmaps for your work.
Step Five – Reflect & Share
Take a moment and think through what you have learned so far and use the Jam Board to record your responses to the following questions. Be sure to add your thoughts and comments to other’s posts too!
- What is the first step you will take to begin improving the quality of a youth development program that you currently offer?
- What’s one question you have about what you have learned so far?
Step Six – Attend ONE of the Live Webinar Sessions
Session Two of the Academy wraps up with a live webinar session. In this session, trained 4-H Thriving Model Curriculum facilitators will engage you in activity-based learning to further your understanding of Sparks. Facilitators will use activities from the 4-H PYD curriculum, a resource that you can use to train your staff and volunteers too!
Step Seven – Confirm Completion and Complete the Session Evaluation!
After you have participated in the live webinar there are two steps to complete before you move on to the next session – confirm completion of all session requirements and complete the session evaluation.
You will be directed to the confirmation and evaluation site at the end of the live webinar session. You can also return to this page to complete this required step.
Your input on the academy experience is critical to helping us shape the best possible academy going forward!
Step Eight – Optional Additional Reading
- Review Section 1 of the course ‘Enhancing Program Performance with Logic Models’
University of Wisconsin-Madison Extension provides a Logic Model course focused upon providing a holistic approach to planning and evaluating education and outreach programs. It helps program practitioners use and apply logic models – a framework and way of thinking to help us improve our work and be accountable for results. In the course, you will learn what a logic model is and how to use one for planning, implementation, evaluation, or communicating your program.
- The Intentional Program Design Utilizing the Developmental Context and Youth Thriving Portions of the 4-H Thriving Model worksheet focuses on the developmental context and youth thriving portions of the 4-H Thriving Model and how practitioners can intentionally use program design to promote high quality positive youth development experiences. Practitioners are encouraged to select a portion of their program they would like to revamp and set realistic ways to meet principles. It is suggested that practitioners visit the 4-H Thriving Model of PYD for resources to complete this worksheet
Step Nine – Go to Session Three