Home-Buying for Veterans {Applying the Interactive Model}

in a Sellers’ Market
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Relevant Components of The Interactive Model

Identifying and Prioritizing Ideas and Needs

Building a Solid Base of Support

Developing Program Goals and Objectives

Devising Transfer of Learning Plans

Designing Instruction

Formulating Program Evaluation Plans

Selecting Formats, Scheduling, and Staffing Programs

Preparing and Managing Budgets

Organizing Marketing Campaigns

By: Taryn Thomas, May 5, 2022 EDUC-D506: Adult Education Planning and Development, Dr. Amy Pickard
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About Home-
Buying for Veterans
in a Sellers’ Market
Veterans often take advantage of the VA loan which has several
benefits such as requiring $0 down when buying a home; however, sellers in

the current housing market may have a bias towards VA buyers. In the current

housing market where inventory is low, demand and prices are high, and sellers
desire quick, cash transcations, VA buyers need education on how to present

themselves competitively in order to secure a home. This course, offered in

collaboration with the Office of Veteran Affairs will provide this education to
veterans in the community. This presentation details how to apply the

Interactive Model to program design to this program.

Identifying and
Prioritizing Needs

Identifying and Prioritizing Needs
What are the needs?
¬ Begin with questionnaires administered
through the veteran database to
understand the target audience and who is
in need of support in the home-buying
process
¬ Conduct interviews with vets who have
recently purchased a home using the VA
loan to learn their pain points and strong
areas of knowledge
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Prioritizing the Needs
¬ Gather data from questionnaires and
interviews and sort the needs into
categories
¬ Collaborate with stakeholders to
prioritize which needs are most
important and addressable
Discerning the
Context

Discerning the Context
Working with Office of Vet Affairs
¬ Take time to learn the
¬ Standard Operating Procedures
¬ Organizational Decision Making
¬ Political Factors
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The Human Element
¬ “Planners must have finely tuned
social and communication skills, and
the ability,…to negotiate among all
involved parties”(pg.81).
¬ Several stakeholders will be involved
in a highly bureaucratic system like
the Office of Veterans Affairs.
Diplomacy will be paramount
Building a Solid Base
of Support
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Building a Solid Base of Support

Support from Potential Participants Building and Maintain Partners
¬ Using the data collected from the needs ¬ The Office of Vet Affairs offers several
assessment, program planners should recruit other courses for the community ranging
community members in the home-buying in topics from faith-based, financial
process (potential participants) to be a part of a literacy, and cooking courses. Partnering
SteerCo for planning the program with program planners of these courses
¬ The program will be partially funded by to identify stakeholders and key decision-
realtors with stake in upskilling their clients- makers will build a solid base for the
they too should be a part of the SteerCo. home-buying program.
Develop Program
Goals and Objectives

Develop Program Goals and Objectives
Program Goals
¬ Answer the questions “Why are we doing
this?” “What is the purpose of this
program.”
¬ Program Goal: The purpose of this
program is to reduce stress in the lives of
veterans and to assist veterans with an
improved quality of life through home
ownership.
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Program Objectives
¬ By the end of this program, learners
will be able to:
¬ Identify the 5 attributes of drafting
and delivering a compelling home-
buying offer
¬ Apply these attributes to their own
home-buying process
¬ Secure a home within the next 12
months using the VA loan
Develop Transfer of
Learning Plans

Develop Transfer of Learning Plans
Why Transfer of Learning?
¬ “Transfer of learning is the effective
application by program participants of
what they learned as a result of
attending…the program”(pg. 211).
¬ If learners are successful (purchase a
home), the program will continue to be
funded!
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Strategies
¬ Before: Instructors will conduct a pre-assessment
on the 5 attributes of drafting and delivering a
competitive offer.
¬ During: In-class learner-based case studies in small
groups.
¬ After: post-assessment will be sent to the learners
to ask what problems they have encountered in the
home shopping market and what solutions they
have employed.
Designing Instruction
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Designing Instruction
Home-Buying for Veterans in a Sellers’ Market
¬ Length/Modality: 180 minutes + 60 min individual coaching
¬ Instructional strategies:
¬ This course will be based on a combination of lectures from local realtors, lenders, and
homeowners; group case studies; and peer coach mentorship.
¬ The peer coaches are home-owners who have purchased their home within the last 6
months.
¬ The course will take place over 2 90-min sessions and 1 60-min individual coaching
session.
Preparing and
Managing Budgets
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Preparing and Managing Budgets

Home-Buying for Veterans in a Sellers’ Market
¬ INCOME
¬ Enrollment fee @ $300/student (estimated enrollment = 75 students) $22,500
¬ Realtors’ program grant $2000
¬ Office of Veterans Affairs support: $7,000
¬ Total Income: $31,500
¬ EXPENSES
¬ Instructor: $65/hour x 30 hours (includes prep time and research) $1,950
¬ Peer Coaches: $25/hour x 38 coaches x 4hours $3800
¬ Instructional materials. $600
¬ Marketing expenses $10,000
Marketing
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Marketing
SWOT Analysis Strategy
¬ Strengths: Partnership with Office of Vet ¬ Invest heavily in a Customer
Affairs, a large resource for most veterans Relationship Management Tool to
¬ Weaknesses: New program identify target market and manage
marketing to these potential learners.
¬ Opportunities: Learning from competing
programs through community college
¬ Threat: Technology makes it easy for
learners to gain this information online
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Summary Applying the Interactive Model to planning

Home-Buying for Veterans in a Sellers’
Market will ensure that people stay at the
forefront of this program instead of
process. The model allows for a negotiated
approach to planning between educators,
learners, and organizations.

Caffarella, R. & Daffron, S. (2021). Planning Programs for Adult Learners: A Practical Guide, 4th edition. Wiley.