 |
Set up an advisory or development
committee (with representation from all interest groups) to oversee the
planning |
|
Establish rules for discussions,
decision making, and distribution of work in the committee |
|
Follow the stages in the planning
cycle from start to finish (see Figure 1) |
|
Have a contact person on the
committee for regular updating |
|
Set up a system to disseminate
information among committee members and among the workforce about education
initiatives |
|
Decide how to get feedback from
the workforce on announcements and program information |
|
Ensure that participation in needs
assessments, programs, and evaluations is voluntary and
confidential |
|
Confirm the program goals with
participants, immediate supervisors, stewards, arid technical
trainers |
|
Keep in touch with supervisors,
stewards, and trainers to get updates on progress, changes, unexpected needs,
etc. |
|
Ask for copies of all the mail
that the workforce gets — for your information and for authentic learning
materials (having your own mailbox could be useful) |
|
Ensure that the curriculum is
flexible enough to deal with new needs and on-the-spot concerns of program
participants |