Kenneth Razak

The popular slogan, PLAN AHEAD, states a fundamental requirement of continuing education while illustrating the inept and sometimes unsuccessful way planning is accomplished.

Unlike a young person who decides to attend a college or university, an individual embarking on a continuing education program is not interested in a program defined and developed by university faculty. These seldom fulfill long-range personal goals. Instead, a continuing education student, who may be an employee in industry, is interested in a program that will give maximum benefit for current and future employment. The quicker that the knowledge can be used, the better it is.

A formal advising program, as offered by a faculty counselor or advisor, is not available to a continuing education student. A person who has completed a formal education, whether it be high school or college, who seeks to maintain proficiency, keep up to date, expand subject matter competence has no catalog of courses from which to choose. No scholarships are offered to help an educational program. It is even difficult to find a reference point from which to start a program of continuing education. Instead, a bewildering array of short courses, conferences, workshops, correspondence courses, conferences, workshops, correspondence course, in-plant training programs, adult education programs, and continuing education activities confront the individual.

How does an adult, who is interested in formulating a continuing education program, develop plans, obtain advice, and seek answers to specific questions? Only individuals can answer these questions. Each person must plan ahead to fulfill unique personal goals.

Following are five essential steps a person must take to effectively plan this effort.

Steps to Planning a Continuing Education Program

1. Inventory Present Situation
2. Statement of Planned Achievements
3. Allotment of Time and Completion Date
4. Tabulation of Available Programs
5. Financial Budget

Step1. Inventory Present Situation

A description of a person’s present position is the first requirement for planning a program in continuing education. If a person is employed by a corporation, the position in the company organization should be identified. Duties and responsibilities should be tabulated, together with a list of the required skills, knowledge, and capabilities.

A self-employed person should catalog the same information for the business and add the business financial status since plans will depend upon the financial stature of the company. Particular attention should be given to the knowledge and skill requirements of the present position. The tabulation should list the age of knowledge and skills being used on the job in comparison with those actually required. This is important if the job is changing with different products and advanced technology.

Step 2. Planned Achievements

The next step is to tabulate planned achievements and goals. These should be stated in terms of anticipated or hoped-for promotions, transfers, or job changes. If a desire exists to move upward in an organization, the desired job must be described with the same detail as made in the current inventory. Knowledge, skills, and capabilities required for the new position must be described accurately. These form the basis for continuing education courses. It may be necessary to secure advice and counsel of other persons, including persons occupying the position to which an individual aspires.

If counseling cannot be obtained within an organization, advisors can be found in universities, other companies, business associations, or professional counseling organizations. The information developed in step one will be of substantial value to the advisor. The individual should seek the counsel of many persons to define a continuing education program in terms of current requirements and immediate use.

Step 3. Completion Data

Next, the amount of time to be devoted to a continuing education program should be specified. This need not be, and in fact should not be, a disproportionate time. A balanced activity should be planned. It is important, however, that it be regular After time has been allocated, it should be given first priority for that time segment.

The time interval should not be less than once every month. Each meeting should be long enough to permit a productive effort. Four hours is suggested as the minimum that could be profitably used. The shortest time period, irrespective of the interval, is about two hours. A shorter period is not well used because of the time lost in starting and stopping the educational activity. Realistic allowance must be made for vacations, trips, and known periods of exclusive activity. If these are tabulated in advance, the continuing education program can be determined with accuracy. Above all, it is important to allocate a specific time and stick to it!

Step 4. Program Tabulation

The student of continuing education must next search for courses, classes, workshops, conferences, seminars, or self-study programs that are appropriate for a continuing education goal. This search should not be confined to a single institution or a single community, but should extend to all available institutions. These will include universities, junior colleges, vocational schools, private programs, high schools, company courses, self-study programs, or even special activities organized by the individual. Since major attention is being given to continuing education programs by public school systems and private corporations, a variety of appropriate courses can usually be found from which to make a choice.

KIES, through its Journal and individual counseling, tabulates available educational opportunities and can also answer specific questions. Past issues of the Journal have tabulated dozens of offices and hundreds of individual offerings, some of which would most certainly be appropriate for any individual's plan.

Step 5. Financial Budget

Finally, individuals should define a budget for their continuing education program. The expenditure per year should be specifically stated along with amounts allocated to housing, education for children, or other planned expense. In fact, the expenditure for continuing education of the head of a household is as valid as that for the children. Paradoxically, an individual will often devote a large percentage of his income to paying taxes and special fees for educating his children; but will allocate little for self-improvement.

Lack of funds should not be a barrier to initiating a continuing education program, since many companies sponsor or underwrite, either fully or in part, special training programs for employees. Before individuals conclude that they cannot afford a continuing education program, they should consult the company personnel department regarding the possibilities of financing a self-improvement program. Bankers are also receptive to loan inquires when the proceeds are to be used to pay for a continuing education class. A raise of only 5 cents per hour can pay for a $100 course in one year.

Make an Inquiry

The steps of inventory, time allocation, achievement planning, program determination, and budgeting are absolutely dependent upon the individual. Many points of assistance are available if the individual makes an inquiry. For instance, it would be a novel, but welcome, experience for the KIES Office to receive a letter or inquiry similar to the adjacent sample. If an inquiry like this were received, every effort would be made to not only identify appropriate courses, but to assist the requester in defining his or her own goals. However, the continuing education student must take the initiative and fill in the blanks - only then can we help you to PLAN AHEAD.

Sample Letter of Inquiry For Continuing Education

Director
Kansas Industrial Extension Service
125 Seaton Hall
Kansas State University
Manhattan, Kansas 66502

Dear Sir:

I am an employee of ________________________________.
I am ________ years old and have a _________________________
education. My current job is __________________. The
knowledge and skills which I use on this job are _____________,
___________________, and ____________________________________
I am interested in developing a program of continuing education
to last over the next ___________________ years. I would like to
devote _____________ hours per month to this program and can
budget $___________ per year.

My planned goal is to achieve the position of _______________.
I think that I will have to know more about ______________________,
 _________________, and ___________________ in order to achieve
this goal.

Please send me information on continuing education courses that will
be appropriate for the above requirements.

Kenneth Razak, Director