Planning Process

Planning Process
1. Assessing needs
2. Mission and vision statement, goals and objective
3. Selecting theory/models and programme components:
Intrapersonal, interpersonal and community theories
4. Selecting appropriate programme/interventions and
methods
5. Selecting resource and materials
6. Planning programe
7. Plan for evaluation
 Selecting theory/models and programme
components:
INTRAPERSONAL:
• Health Belief Model
• Theory of Planned Behavior and Theory of
Reasoned Action
• Transtheoretical Model and Stages of Change
 Selecting theory/models and programme
components:
INTERPERSONAL:
• Social Cognitive Theory
• Social Network and Social Support Theory
COMMUNITY:
• Communication Theory
• Diffusion of Innovations Model
• Community Mobilization
HEALTH PROMOTION PROGRAM PLANNING
MODELS
• PRECEDE - PROCEED Model
• Multilevel Approach to Community Health
(MATCH) Model
• Intervention Mapping
• Community Readiness Model
• Social Marketing
 Selecting appropriate programme/
interventions and methods:
 Education, communication
 Behavioural modification
 Community advocacy
 Social support
 Community organization/coalition
 Health services
 Regularities etc.
 Selecting resource and materials
• Personnel, equipments and supplies, financial
• Review the resources (financial and human) required to
implement the plan.
• Review the resources currently available (including programs
and activities offered by other organizations), and examine
the gaps between what is needed and what you have.
• Explore ways of obtaining the required resources (human or
financial) from other organizations (e.g., in-kind
contribution).
• Which parts of the plan are you going to keep and which
parts will be on hold until new resources are found? (e.g., in
the next fiscal cycle) Indicate this on the logic model
 Planning programe

• Identify programme components and sub-

components
• Link mission, goals, objectives, interventions
and activities
• Prepare logical framework and detailed plan
• Prepare action plan
 Logical framework
• A visual depiction of the underlying logic of a planned initiative
• It shows the relationship between the program’s
-resources (inputs),
-its planned activities (outputs),
-and the changes that are expected as a result (outcomes).
• They all are designed to provide a simple graphic illustration of
the relationships assumed between the actions that will be
initiated and the results anticipated.
• The components illustrate the connection between your
planned work and your intended results.
 Inputs
• The inputs in a logic model are the resources
that are used to plan, implement, and
evaluate a program.
• They often include human resources (and
related items like training, technical
assistance, volunteers), partnerships, funding
sources, equipment, supplies, materials, and
community resources (e.g., space, gifts).
 Outputs
The outputs in a logic model are the activities or interventions
in a program. They often include products (e.g., curricula,
educational DVDs, new software), services (e.g., in-service
trainings, screenings, counseling), and infrastructure (e.g.,
structure, capacity, process, and relationships).
Some logic model experts have a step in between input and
outputs called activities (e.g., weekly sessions or
newsletters); the outputs are then things like number of
sessions and number participating, or number of
newsletters. Others have included processes, tools,
technology, events, and actions as activities
 Outcomes
• The outcomes in a logic model are the
intended results and are broken into short-
term (or immediate) (e.g., changes in
awareness, attitudes, knowledge, skills), mid-
term (or medium) (e.g., changes in behavior
or the environment), and long-term (e.g., risk
reduction, change in health status, or quality
of life).
 Detail Plan
1. Vision
2. Mission
3. Goals
4. Objectives
5. Programmes/Interventions
6. Strategies
7. Action Plan
8. Implementation plan
9. Evaluation plan
10.Budget
11.Gnatt chart/ Time schedule
Problem/ Needs

Objectives

Activities

Persons to be Involved

Method
Action Plan

Resources

Time Frame

Evaluations
 Plan for Evaluation
• Formative Evaluation
• Process Evaluation
• Impact Evaluation
• Outcome Evaluation
 Plan for Evaluation
• Formative evaluation: gathering information
and materials during program planning and
development. It can be used to understand
the needs assessment data gathered during
the program planning process.
 Plan for Evaluation
• Process evaluation: systematically gathering
information during program implementation.
Helps to understand the elements that
contributed to a health promotion program’s
success or the ways it could be improved in
order to better achieve intended results.
 Plan for Evaluation
• Impact evaluation: measures the immediate
effects of a health promotion program and
whether impacts were achieved that could
lead to the program’s ultimate desired
outcome.
 Plan for Evaluation
• Outcome evaluation: examines the changes in
people during or after their participation in the
health promotion program. It can examine changes
in the short term (e.g. hours or days after program
participation), intermediate term (1 to 6 months),
and long term (6 months to a few years). In effect,
program outcomes are often observable and
measurable milestones toward an ultimate goal
that may take many years if not decades to
accomplish.