Running head: LEARNING REFLECTIONS 1. Learning Reflections. Sheila E. O'Kane AET/552. October 20, Dennis Morrow

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1 Running head: LEARNING REFLECTIONS 1 Learning Reflections Sheila E. O'Kane AET/552 October 20, 2014 Dennis Morrow

2 LEARNING REFLECTIONS 2 Abstract The following are the reflections regarding three topics that were covered in the Marketing Adult Education as part of the Masters Program in adult education. Discerning the context examines the role of various human and organizational elements that must be considered when planning any educational program. The Segmentation, Targeting, and Positioning topic is an overview of the role these tasks play in a well thought out marketing plan. The paper concludes with an examination of the role of program goals and objectives. Each topic covered is vital to the success of any educational program. Without a solid understanding of these topics the marketing of the program will not be effective.

3 LEARNING REFLECTIONS 3 Learning Reflections This paper examines three topics that have been covered during the six-week Marketing Adult Education class. The three areas discussed represent reflections on the learning experience and knowledge gained from this information. Each topic was found to be useful in the completion of both individual and learning team assignments. Discerning the Context Chapter four of Planning Programs for Adult Learners in week one discussed discerning the context of a learning program. This information was very enlightening. The chapter brought into focus many elements that had previously not been made clear in other classes. The various elements and factors that need to be taken into account when planning an education program was well defined and easy to follow. Human Elements In this area of the chapter, the various considerations regarding the human element in program planning were brought to light. Program planners must deal with many individuals during the planning process. For this reason program planners must have finely tuned social and communication skills and the ability, in many planning situations to negotiate among all involved parties (Caffarella & Daffron, 2013, p. 81). At various points in the planning process, the planner must determine who should be involved. He or she must be able to decide who is best suited to which tasks. The planner also needs to be able to ascertain who holds the power over the project and clarify why he or she holds this power. This information is vital and will influence decisions made in different situations.

4 LEARNING REFLECTIONS 4 Organizational Elements Another source of vital information that influences program planning is elements within the organization. These elements fall into three categories, (1) structural factors, (2) political factors, and (3) cultural factors. Learning about these elements helped to solidify understanding of the fundamental forces that impact program development. Structural Factors Structural factors include such things as the organizations structure and decision-making process. An organization that operates collaboratively on in a democratic manner will have a different decision-making process than an organization that has a more hierarchical structure. Other structural factors are the mission, goals, and standard operating procedures of the organization. How individuals are selected to attend various programs is influenced by these standard operating procedures. These factors critically impact program planning. Political Factors The information regarding political factors was especially enlightening. According to Caffarella and Daffron (2013) political factors comprise coalition building; bargaining and jockeying for position; power relations among individuals and groups; and the politics of funding and providing other resources. The examples of coalition building and the explanation of power relations among individuals and groups (Caffarella & Daffron, 2013, p. 86), brought into focus the impact that political factors can have on a program planning project. Cultural Factors The cultural factors have great influence over program design and planning. The program must reflect the history and traditions of the organization and must include key elements such as a company logo. Program planners must be cognizant of cultural factors. These factors exist

5 LEARNING REFLECTIONS 5 within his or her organization as well as within the external groups with whom they plan and sometimes compete (Caffarella & Daffron, 2013, p. 86). Segmentation, Targeting, and Positioning Week two of the class focused on understanding market research. This included information regarding segmentation, targeting and positioning. This was an extremely impactful week. These concepts had been presented in previous marketing classes, but understanding of these elements came to life during week two. Segmentation Segmentation involves grouping customers based on shared or similar needs and wants. Grouping can be based on demographics factors such as age, race, income level or educational level. Groupings may also be based on psychographic or behavioral characteristics such as lifestyle, values, or attitudes. Targeting Targeting involves deciding on which segments of the market an organization will direct their focus. Selection of the target market is vital to marketing success. Get the marketing mix right, and the company will succeed in their efforts to turn potential customers into long-term buyers. Get the marketing mix wrong, and the organization finds that much time and money are wasted. Positioning The concept of positioning involves defining the key elements of a product or service that sets it aside from the competitor s product or service. Once this is done the organization goes about the task of influencing the consumer to view the product of service as superior. According

6 LEARNING REFLECTIONS 6 to Shrimp and Andrews (2013), positioning gives the consumer a reason they should buy your brand. Developing Program Goals and Objectives Week three examined the importance of goals and objectives in the program planning process. The lessons elucidated the difference between program goals and objectives. Goals are broad statements of purpose or intent for education and training programs (Caffarella & Daffron, 2013, p. 161) while objectives are more specific statements of desired outcomes. From a marketing standpoint well defined, program goals and objectives help to differentiate the program from others that are offered by competitors. Goals and objectives create a clear picture of the changes (Caffarella & Daffron, 2013, p. 161); the program intends to elicit. This assists marketers in developing a marketing message that will be communicated to the consumer. Goals and objectives can become the foundation for the value statements that are presented to the customers. Conclusion The three topics discussed above greatly influenced my understanding of how to market learning programs. What was made clear is that learning programs need to have a solid marketing plan behind them to succeed. Programs that are offered to the public must present value. Adult learners are self directed and need to see how the program will integrate into their lives in a way that is useful. The same holds true for programs that are presented within an organization. Employees need to see the value in the learning activity or they will not apply what they have learned. One key way for employees to perceive the value of the programs offered to them is through marketing within the organization.

7 LEARNING REFLECTIONS 7 References Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for adult learners: A practical guide (3rd ed.). San Francisco, CA: Jossey-Bass. Shrimp, T. E., & Andrews, J. C. (2013). Advertising, promotion, and other aspects of integrated marketing communications (9th ed.). Boston, MA: Cengage Learning.