Objectives

I find the 'objectives', 'needs assessment', 'marketing' and 'evaluation' of a program to be interconnected. The “objectives” could be used as guides. Guides for the evaluation of a program and the development of its content. The goal: to ensure the marketed outcomes of the 'objectives' are achieved. It seems, however, that the needs assessment is the crucial first step before moving on to the development of 'objectives'.

Module 7 describes the program objectives as “promises”, pertaining to the outcome of the program. Whether it be 'learning', 'program' or 'organizational' objectives, these “promises” will be applied during the evaluation of the program, to clearly assess if the program truly, delivered outcomes based on its “promises”.

As stated in module 7 “our society tends to value what we do and produce”. I believe that this is where the 'objectives' come into use for the marketing of a program. For instance, 'objectives' could attract new funders and stakeholders who would want to be a part of or support the listed outcomes. This could also motivate learners to register in a program. They may have determined that they would want to be a part of the 'marketed' outcomes (this may apply when learners are privy to the 'learning objectives').

In conclusion, I am convinced that defined program, learning and organizational objectives, are essential to the marketability of a program.

Power

To summarize my views on 'Power' in adult education, first, I will write that the views expressed by Cervero and Wilson, did create an 'eye opening' for me. In the chapter 'The End of Innocence: Adult Educators as Knowledge-Power Brokers,' I find the following statement enlightening: "As a knowledge-power broker, the adult educator sees what is at stake and is willing to act to change who benefits and who should benefit from adult education (Pg. 276)." 

This would take the role of the program planner from passive to active in the way he/she negotiates the 'control of power' between stakeholders. It would be important for the program planner to be aware of and define his/her desired outcomes of each program, as well as understand his/her own ethical motive. This could facilitate a more positive outcome in the planning process, and for all stakeholders/participants. Cervero and Wilson would also find their writings supported by Bill Strickland, who as an adult educator, seems to play the role of a social activist. This is in reference to the "three starting points (Pg. 270)." 

Many thoughts come to mind of important principles a Program Planner must keep at the forefront of his/her work when dealing with 'power' dynamics. The need for "program planners to have excellent communication and people skills," and the need for a Program Planner to be "a tactical agent...able to use a variety of power and influence tactics according to the situation (Pg. 70).” These 'people' and 'negotiation' skills seem of utmost importance if a Program planner is to follow through on his/her planning actions and ensure a fair distribution of power. This would follow, of course, assessing each situation and as Caffarella (2002) cautions: "not to invent power relations in situations where perhaps they do not exist (Pg. 72)."