PAPER

“PROGRAM PLANNING”

Lecturer: Dr. H. Abdul Muin, S. Ag., M.M.

Arranged by: 6B TBI

Maryatul Qibtiya (211230034)

Sheefmy Natawila Puteri (211230056)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SULTAN MAULANA
HASANUDDIN BANTEN

2024
 PREFACE

Praise be to Allah Subhanahu Wa Ta'ala. Who has given His grace and
guidance so that we can complete the assignment of the paper entitled "Program
Planning".

The paper is prepared to fulfill the task of English Language Training

Management. In addition, we hope that this paper can be useful to increase our
insight and knowledge about basic principles of management. Hopefully, this
simple paper can be enjoyed by general readers, particularly us.

We want to thank Mr. Dr. H. Abdul Muin, S. Ag., M.M. as a lecturer in ELTM
who always helps us learn so that we can complete this paper.
We also realize that in this paper there are shortcomings. Therefore, we hope
there will be constructive criticism and suggestions for learning preparation,
considering that nothing is perfect without constructive suggestions.

Serang, April 2024

Author

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 TABLE OF CONTENTS

PREFACE ........................................................................................................................... ii

CHAPTER I ........................................................................................................................ 1

INTRODUCTION .............................................................................................................. 1

1. Background of the Paper ......................................................................................... 1

2. Problem Formulation .............................................................................................. 1

3. Purposes of the Paper .............................................................................................. 1

CHAPTER II....................................................................................................................... 3

DISCUSSION ..................................................................................................................... 3

1. HRD Plans of the Institution…………..…………………………………………...3

2. Analyzing Participants Needs………………………………………………………5

CHAPTER III ..................................................................................................................... 8

CLOSSING…………………………………………………………………………………………………………………….8

1. Conclusions .............................................................................................................. 8

2. Suggestions ............................................................................................................... 6

REFERENCES……………………….………………………………………………………………………………………7

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 CHAPTER I

INTRODUCTION

A. Background of the Paper

One of the most important facets of Human Resource Development (HRD)

in organizations is program planning. It entails a methodical procedure for
determining, evaluating, and attending to participants' requirements in order to
guarantee that HRD programs are successful and produce the intended results.
This paper's backdrop focuses on the value of program planning in
organizations, the variables that affect program planning, and the advantages
and disadvantages of program planning.

Program planning is essential for institutions to ensure that their HRD

programs are aligned with the needs of their participants. It helps in identifying
the skills, knowledge, and competencies that are required for the participants to
achieve their goals and contribute to the institution's mission. Effective program
planning can lead to increased participant satisfaction, improved performance,
and better retention rates.

B. Problem Formulation
1. What are the key factors that influence the effectiveness of program planning in
institutions?
2. How can institutions overcome the challenges associated with program
planning, such as limited resources and lack of participation from key
stakeholders?
3. What strategies can be employed to ensure that HRD programs are aligned with
the needs of their participants and contribute to their overall success?
C. Purposes of the Paper
1. To identify the key factors that influence the effectiveness of program planning
in institutions.

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2. To explore the challenges associate with program planning and propose
strategies to overcome these challenges.
3. To develop recommendations for institutions to ensure that their HRD programs
are aligned with the needs of their participants and contribute to their overall
success.

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 CHAPTER II

DISCUSSION
.

A. HRD Plans of The Institutions

The necessity of addressing shifting market conditions, employee
expectations, technological advancements, and management system
modifications has led to a greater focus on human resources development
(HRD). With more companies establishing distinct HRD departments and
experimenting with various HRD procedures, the field of HRD is
expanding. Several public and private sector organizations' HRD
experiences inform my discussion on how businesses might improve their
HRD operations below.
HRD is the process of helping people to acquire competencies. In an
organizational context HRD "... is a process by which the employees of an
organization are helped in a continuous and planned way to:
 Develop or improve the skills necessary to carry out a variety of
tasks related to their current or anticipated future roles.
 Develop their overall potential as individuals and find and utilize
their inner potential for personal and/or organizational growth
 Create an environment where strong relationships between
supervisors and subordinates, teamwork, and collaboration
among subunits are valued and enhance employees' motivation,
pride, and professional well-being."
The HRD process is supported by mechanisms (instruments or subsystems)
such as job rotation, rewards, feedback and counseling, organizational development
(OD), training, performance review, and career development. Through a process of
performance planning, feedback, training, periodic performance reviews,
assessment of developmental needs, and creation of development opportunities
through job rotation, training, responsibility definition, and such other mechanisms,
employees are continuously assisted in acquiring new competencies.
1. HRD Climate
Apart from these methods, fostering an HRD climate can also help the
HRD process. One way to conceptualize a development climate is as a
culture that fosters:
 Proactivity: Employees are action oriented, willing to take
initiative, and show a high degree of proactivity
 Openness and Risk-Taking: Employees feel free to express their
ideas and the organization is willing to take risks, experiment
with new ideas and new ways of doing things

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  Collaboration: Employees collaborate with each other and have
a feeling of belonging to the same Jamily and working for a
common cause
 Confrontation: Employees face problems and issues without
hiding or avoiding them for fear of hurting each other
 Autonomy: Employees have some freedom to act independently
within the boundaries of their role/job.
2. Strengthening HRD
How does an organization strengthen its HRD function with or
without a new HRD department? Drawing on the experiences of
different public and private sector organizations, I give below the steps
that are usually taken to strengthen HRD:
 Assess the nature of the HRD needed short-term and long-term
in the context of the organization's history and plans
 Choose one or a few subsystems for implementation suited to
HRD needs
 Assess the organization culture and prepare an implementation
strategy and plan
 Decide the structural aspects of the HRD function
 Identify internal resources and task forces; get the help of
external consultants, if necessary, to augment and strengthen
internal resources.
3. Preparing HRD Plan
When circumstances change, so do an organization's HRD
requirements. The aforementioned sorts of organizational needs are
subject to change, necessitating modifications to HRD interventions. As
a result, creating an extensive HRD plan for the company is beneficial.
The HRD methods to be employed, their phasing, their connections, and
the anticipated synergistic effects should all be included in such a plan.
For instance, a comprehensive roadmap for the introduction and
development of various HRD processes was established at the time
Larsen & Toubro introduced the HRD system in 1974–1975.
4. Choosing Subsystems for Implementation
There are numerous HRD mechanisms; not all of them must be
enhanced or added at the same time. It's crucial to start by focusing on
one or two processes, especially for firms that are just establishing HRD
departments or the HRD function. Starting too many HRD subsystems
at once diverts the organization's attention from its primary
responsibilities because the majority of HRD mechanisms demand line
managers to devote time to them. The organization's previously
described HRD requirements heavily influence the initial procedure. In
the past, companies including Bank of Baroda, IOC, L & T, CGL, SFL,
and BEML have found that role analysis activities and/or restructuring
their performance appraisals are helpful places to start. The majority of

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 these also began operating on other subsystems concurrently. For
instance, L & T and BEML improved their training capacities. SBI
selectively implemented OD exercises.
5. Structuring the HRD Function
It is not necessary to create a new HRD department or appoint HRD
managers in order to strengthen HRD within a company. Personnel,
training, and OD managers could manage the HRD function:
a) these managers are positioned at higher levels in the
organizational hierarchy
b) they are perceived as broad based in their function (rather than
seen merely as industrial relations people or as trainers or as
work-study specialists or organization and management
personnel)
c) they are charged with specific responsibility to facilitate and
strengthen the introduction of HRD
d) they have HRD and process facilitation competencies
e) they have sufficient time to devote for the HRD function
f) they are acceptable to line managers
g) they have a separately allocated resource (financial and
manpower) base.

B. Analyzing Participants Needs

Analyzing Participants Needs involves gathering information about
the individuals who will be involved in a program or initiative, this
includes understanding their analyze planning context & client systems,
Asess needs, Develop program objectives, Formulate instructional plan,
Relationship .
1. Analyze planning context & client systems
Expansion teachers, indeed more than classroom teachers, have to
be get it the social and political setting of their work. Expansion
teachers conduct their work in neighborhood communities and lock in
with different and built up standards and information. Understanding
the political setting of program conveyance is critical since, in spite of
the fact that community instruction work can increment political
capital, teachers and the organization can too encounter backfire
Acknowledgment of the social setting permits the teacher to explore
fitting associations and informing. Advance, each community and
group of onlookers has social contrasts. The Expansion teacher must be
delicate to social contrasts in their numerous shapes, not as it were
contrasts in socioeconomics, but moreover in dialect, devout
association and otherworldly hone, values, family and kinship patterns.
The Expansion teacher must plan and execute instruction that's
responsive to these contrasts and locks in these learners.

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2. Asess Needs
A needs evaluation is fundamental to guarantee the viability of your
Expansion instruction endeavors Needs evaluations are information
driven and ought to assist you distinguish crevices between current
comes about and wanted results (for you and your community) and put
the holes in priority arrange
To start your needs appraisal you must to begin with set up what you
need to know that will educate your instructive program plan. This will
characterize the information collected. The information you collect can
and, in numerous cases ought to, be wide extending Census or freely
accessible financial information, interviews with key partners, studies
of your target clientele, center bunches, or indeed the photovoice
strategy. This information collection ought to be thorough and
hypothetically educated.
3. Create Program Goals Utilizing your Needs
Utilizing your needs evaluation you presently have set up a
heading for your Expansion instruction endeavors There are two
levels for you to consider when creating learning targets:
 There's the large scale level of distinguishing the long-term
changes you're attempting to finish,
 and there's the learning objective of each of your instructive
workshops.
Shockingly, in Expansion instruction vernacular, both are called
programs. The primary occasionally are referred to as “Big P
programs,” whereas the last mentioned are frequently called “little p
programs,” We are going use these terms for this discourse.
Building up destinations for your “Big P Program” takes on many
of the characteristics of key arranging. You may recognize the long-
term results you need to see over time, and you may ought to build up
the numerous short-term objectives essential to achieve these goals.
These plans ought to lead toward critical changes in society or in your
organization. These destinations are the overarching objectives you've
got for your Expansion work and will be the premise for all of your
“little p programs.” For your “little p programs,” Expansion teachers
have embraced the utilize of rationale models.
The rationale demonstrate may be a successive causal relationship
tool. It permits an teacher to put through hypothesis of alter with the
goals looked for. In any case, many program logic models are built on
the “assumption that modern information leads to demeanor alter,
which leads to behavior change”. The some of the time simplistic
program plans created in Expansion, when they are created at all, center
on making alter without considering the pervasive systems in which that
alter happens and the impact the framework can have on whether

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 changes take put. At most exceedingly bad, rationale models are created
based on incorrect suspicions and unsound theory, which leaves the
estimation of program results unable of demonstrating program affect.
4. Formulate Instructional Plan
Presently merely have long-term targets and know how to associate
those destinations to your long-range objectives, what should you
instruct, and in what arrange? Defining your directions arrange ought
to begin together with your learners in intellect. Who are your learners?
What do you know around their information on the subject? And, of
course what instructive objectives do you need to achieve?
Choosing what will be instructed amid a learning action could be a
challenge because of time confinements, conveyance modes, the shifted
foundations and encounters of the participants, materials accessible,
and your claim capability or fashion. To reach at what is vital, you'll be
able develop visual devices, such as a substance outline or layout. You'll
be able too conversation it through with a colleague or learned partner.
5. Relationship
Connections are critical for your victory. We have all listened
approximately the esteem of organizing for proficient victory.
Connections are vital inside the scholarly community and all through
the community. Connections and systems are educated by control, and
arranging for instruction could be a arrangement between control and
knowledge.
Hence, shaping an regulatory arrange isn't a quotidian errand. Or
maybe, it is full with basic choices that will have suggestions for you
and the individuals you select to teach.
It will be critical for you to think almost the connections that you
simply construct not as it were as social capital but as the opportunity
to get it your instructive setting more viably. Your connections will be
your get to to unused gatherings of people and to guarantee bolster for
the programming you offer. These connections will too illuminate the
criticism you get.

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 CHAPTER III

CLOSING

A. Conclusion
Program planning is essential for institutions to ensure that their
HRD programs are aligned with the needs of their participants. It helps
in identifying the skills, knowledge, and competencies that are required
for the participants to achieve their goals and contribute to the
institution's mission. HRD is the process of helping people to acquire
competencies. There are many method of HRD programs, (1) HRD
Climate, (2) Strengthening HRD, (3) Preparing HRD Plan, (4)
Choosing Subsystems for Implementation, (5) Structuring the HRD
Function.
Analyzing Participants Needs involves gathering information about
the individuals who will be involved in a program or initiative, this
includes understanding their analyze planning context & client systems,
Asess needs, Develop program objectives, Formulate instructional plan,
Relationship .

B. Suggestions
We hope that in the future we will be aware of upgrading periodic
evaluations of the HRD program and adjusting plans if necessary to meet
the changing needs of participants and the organization.

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 REFERENCES

Alayoubi, M. M., AI Shobaki, M. J., &., Abu-Naser, S. S. (2020). Strategic

Leadership Practices and their relationship to improving the quality
of educational service in Palestinian Universities. International
Journal of business marketing and management (IJBMM), 5(3), 11-
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Angima, S., Etuk, L., & King, D. (2014). Using Needs Assessment as a Tool to
Strengthen Funding Proposals. The Journal of Extension, 52(6),
Article 33. https://tigerprints.clemson.edu/joe/vol52/iss6/33.