Another way of making sense of the findings and applying them to one’s own situation, is to view the NLS Business and Labour Partnership Program through the lens of programming models in adult education. Program planning models consist of ideas about how programs should be organized and what elements are necessary to ensure successful outcomes. Over the past few years many approaches to planning programs for adults have developed. Some models are linear and stepwise while others are non sequential using in-depth qualitative descriptions to depict a comprehensive array of issues and decision points. Three program planning models will be used here to understand different parts of the data. Boone’s Conceptual Programming Model (2002) helps to explain some of the workings of the Business and Labour Partnership Program from a macro level analysis. Caffarella’s Interactive Model of Program Planning (2002) helps us to see how certain steps were taken by stakeholders to actually form the partnership and a plan for a project. At the micro level, Cervero and Wilson’s Negotiation Model of Program Planning (1998) provides some insights into the roles and behaviours of partner members.
Boone’s conceptual programming model is designed to bring about planned intended changes of targeted
sub-processes (1) planning (2) design and implementation and (3) evaluation and accountability. Each of the sub-processes contains specific tasks that are approached from a process orientation rather than a mechanistic perspective as seen in Figure 4.
| Planning | Design and Implementation | Evaluation and Accountability | ||
|---|---|---|---|---|
| The Organization and its Renewal Process | Linking the Organization to its Publics | Designing the Planned Program | Implementing the Planned Program | Determining Program Outputs |
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