1 Flashcards
1
Q
What is strategic planning
A
The process by which an organization envisions it’s future and develop the necessary procedures and operations to achieve the future
2
Q
Tactical or operational planning
A
Concerned with the setting of specific measurable objective and milestones to be achieved typically in a shorter and more specific time framer
3
Q
programs can
A
Increase awareness of an issue problem or solution.
Affect attitudes to create support for individual or collective action
Demonstrator illustrate skills
Increased demand for services
Remind about or reinforce knowledge attitudes or behaviours
4
Q
What are the assumptions of program planning
A
Programming is directed towards change either change your knowledge skills and attitudes and individuals or groups may be directed towards making change and systems communities organizations governments
Programming is a decision making process
Programming is proactive rather than reactive
Programming and Hanses efficiency
Programming is a dynamic continuous process that may be viewed as a never ending circular system
My name is collaborative it involves representatives of all who are affected by it
5
Q
For generic concept assumptions about planning
A
Planned change, planning is directed towards the cheeping certain outcomes
Linkage planning involves linking to other elements within the organization to which environment and to his learners
Democracy planning should be collaborative and participatory
Translation funny must involve a clear communication of values and objectives and the needs of which these objectives are based
6
Q
What are models
A
Ideas of one or more person about how program should be put together and what ingredients are necessary to ensure a successful outcomes. They can be simple or very complex they use flow charts usually a step-by-step process but you can move in between the steps
7
Q
Why are models useful
A
Resources can be used more effectively Daily work is made easy Teamwork is fostered Basis for control is provided Better programs are developed
8
Q
Why are models usually not used in developing programs
A
Time pressure
And I stational climate
Lack of knowledge about available models
Leave the models are too confining to be helpful
9
Q
What is a theory
A
Organize knowledge applicable in a relatively wide variety of circumstances devised to analyze, predict, or otherwise explain the nature of behaviour or a specific set of phenomenons
10
Q
What’s an example of a theory
A
Health belief model
11
Q
What are a few Competencies of program planners
A
Sets priorities, his skill that carry no tasks, communicates effectively with clarity, except different opinions, treat others as equals works well on a team, organizes time effectively conveys enthusiasm, is initiating, shows good judgment, is creative, is sensitive empathetic and understanding
12
Q
What are some program planning constraints
A
learners ability background and motivations may be a deterrent to successful program planning
Politics and policies
Financial constraints
Staffin
Time
physical environment (space is required, cost)
program developer (may have limited knowledge)
13
Q
What are the 4 types of failure
A
- aborted planning after resources such as staff time travel other expenses are allotted to the planning of a
- Insufficient enrolment
- Negative reactions - not what the participants expected
- Unattained objectives but still enjoyed
14
Q
1 failure planning for the program is partially completed but is terminated before full implementation. What are the
A
Design too complex or costly, responsibility of those involve not defined, no consensus on focus of program, client system not well defined
15
Q
2, planning for program is complete and publicize but it does not attract sufficient enrolment. What are the causes
A
Inappropriate pricing, scheduling, location, not of interest to client group, poorly promoted, competition.
16
Q
Type for failure. The program fail to achieve its objectives. What are the
A
Unrealistic expectation, and effective instruction, and clear objectives, miscommunication
17
Q
Definition of a need
A
Process for finding out who has the need, how important it is that the need to be filled and how many people are experiencing the need. Need sis meant may also examine why a particular need exist and they point to some possible solutions for meeting the needs which of been identified
Enable us to obtain valid and reliable information which helps us to better target our services and efforts
18
Q
Real needs
A
Represent that which is actually lacking in the situation example you need to know how to do 24 hour food recalls for your job but you don’t
19
Q
Normative need
A
Implies existence of standards or norms
20
Q
Perceived
A
Or what people think their needs are. These needs are unstable people’s expectations fluctuate and are susceptible to change. With normative needs a single standard exist we perceive need standards change with each responded
21
Q
Felt need
A
It’s a self identified recognition of what is lacking in the situation, or strong motivator is to enrol in educational events. Felt needs may also be real needs but often are merely symptomatic needs. For example a nutritionist petition for a dental service
22
Q
Symptomatic
A
Are those filled by people and identified by them is real needs, but which are, in fact, symptoms of underlying real needs. They are valuable as they provide clues to identify and real needs. For example a functionality illiterate adults may focus on the fact he cannot get an appointment some to Maddock need, rather than on the fact that becoming illiterate could help him get a job real need
23
Q
Relative or comparative need
A
I measured as gaps between levels of services existing in one community and those existing in another
24
Q
Wire needs an assessment important
A
Justification of funding, program a valuation, match services with needs, increased accountability assessing the needs of specific undeserved subpopulations, resource allocation and decision-making, to act as an equalizer, A way to promote
25
What are the two types of needs
Community assessment and targeted assessments. We did targeted
26
Casual observations
First impression or gut reaction or intuition. It does not use scientific principles or formal design and a subject devices. Information is collected through casual personal observations. Tabulation and Anna analysis methods are not used. It requires minimal time and effort and few if any resources
27
Self check-in need to
Conscious attempt to apply some principles of needs assessment for example using short questionnaire is at sessions talking to others for judgement and dry and some conclusions. There is no formal design. The information is collected through discussion, informal interviews or short simple questionnaires information is tabulated manually. Numerical counts and probably percentages are made. There is little time and effort required some individuals probably do not need to be involved. Resources required include simple information collection instruments. The duration of the assessment is immediate and up to a few days
28
Do it yourself needs
Involve more systematic planning an application of principles of need Sussmans. Usually have surveys were interview/focus groups. Information is collected through questionnaires or tests, food records or reports, systematic observation or interviews or focus groups. Numerical counts and percentages and possibly others statistics. There is more time and effort involved and may take from several months to a year. There may be a written report
29
Field studies needs assessments
Greater attention is paid to scientific principle. Assessment is more involved and complex. There is before and after measures with a comparison group and possibly a control group. No ledge attitudes and behaviours are usually the items measured. Clinical and bio chemical s status may also be measured questionnaires interviews and other measures maybe used results are tabulated and analyzed by a computer study may last for several months up to a year
30
Scientific research needs assessment studies
Aim to identify complex problems. More complex and rigourous designs are used, knowledge attitudes and behaviours are measured. Clinical and bio chemical states and morbidity and mortality may also be measured. Information collected is at a greater depth. More complex statistical analysis is done computers are used nutritionist may or may not be involved in these studies
31
What are limitations of needs assessments
Lack of access to respondents, unwillingness buy some people to participate in any survey or study, purposely deceptive responses given by some, poorly written or confusing questions, that interpretation of results
32
When doing a need to Sussmans what three factors help to side which method to use
Time
Resources: funding and personnel
Knowledge
33
What are the common methods used in needs assessments
Secondary data sources, interview method, key informant method, focus groups, survey methods
34
Secondary data sources
Using existing data. There is often routinely collected types of data.
Advantages: cost and time effective, scope and amount of data available, relative ease of collecting the information
Disadvantages:May not contain all the needed information, technical knowledge is sometimes needed to access and analyze the data, the data may focus on a special segment of the population for example ethnic groups children adolescents and older adults
Examples include demographic literature reports clinical records
35
Interview methods what are the three types of interview methods
The collection of information from respondents through real time face-to-face or telephone contact. To do this you will need to establish rapport for the respondents to feel like ease and free to give candid responses
The three types are structured, semi structured and open ended.
Structured interviews are similar to surveys or questionnaires in that they use a set of specific questions with for specific response choices.
Send me a structured interview methods refer to the use of questions that offer a fix set of response choices but leave one or more unrestricted responses open to respondents to write in their own words.
Open ended or unstructured questions have no restriction for respondents.
36
Advantages and disadvantage is of structured questions
Advantages; questions can be read to the respondent or red and shown in writing, often easier to respond
Disadvantages: need to have a range of response choices, superficial responses, difficult to write questions other unambiguous and clear
37
Advantages and disadvantages of semi structured interviews
Advantages: provide respondents with viable and realistic and convenient response choices that they can select quickly while allowing for unique
Disadvantages: the likelihood that responded will choose from among the fix options whene perhaps a more accurate wants does not fit listed responses adequately
38
Open ended or unstructured interviews advantages and disadvantages
Qualitative responses, Reid arranged before complete responses, allows responses to be completed and qualified in the words of the respondent
Just advantages: reader amount of time needed to code responses, responses may not be easy to code, information does not lend itself to quantification
39
Advantages and disadvantage is of face-to-face interviews
Advantages: more detailed and richer information, opportunity to clarify responses and probe further information, opportunity to explain study, more questions can be asked, increase response rate, avoid problems of a literacy, new issues can be uncovered
Disadvantages: more expensive interviewer may bias data, Data coding more difficult or management tasks, maybe hard to contact people, longer to administer, sample size usually small
40
Advantages and this advantages of telephone interviews
Vantages: less expensive callbacks to make contact or obtain additional information simple and inexpensive, allows for clarification of questions and responses, could be done faster than other methods
Disadvantages: must be kept short interviewer may be viewed with suspicion because of connection with telephone solicitor, may not be representative as precluded people without telephone, several callbacks maybe necessary to contact
41
Key informant method disadvantages
Method presupposes the existence of a select group of people who hold or have access to most of the information needed to assess the target population. Examples are community leaders
Advantages are the ability of participants to completently address specific topics
Disadvantage call reliance on the small number of participants who may be biased in their perceptions
42
Survey Methid
Service are the most commonly selected method for doing needs assessments because they are easy and quick can get a lot of numerical or quantitative data. However inherently complex often miss used difficult to interpret and report results.
43
Developing a program hypothesis
Hypothesis shapes the goals objectives and designs of the program and eventually for monitoring in a valuation of the program. When you design a program you were also proposing hypothesis think of hypothesis of nothing more than if then statements
For example if we provide cardiac nutrition classes then we will prevent cardiovascular
44
Program Goals
Statements of expected outcome dealing with the problem the program is attempting to prevent, eradicate or ameliorate. Schools are not measurable and achievable. They provide program direction and our statements of Long Range accomplishments
45
What two goals and objectives identify
Basic ideas and principles of what you are trying to achieve. They guy decision-making to give meaning and direction to your programming efforts. They provide standards of performance. They can also motivate people to act
46
What are program objectives
They are more precise aims to achieve goals. They are usually specific measurable statements of what one wants to accomplish by a given point in time. Objectives tell us the results to be achieved in the manner in which these results will be achieved
47
Outcome objectives
Statements of the eventual intended outcomes of the program
48
Process
Statements that deal with the procedure and method used in achieving the outcomes identified in the outcome
49
What are requirements for objectives
Clear and specific
Action – oriented verb
Limited in time – whenever possible timeframe should be stated as specific dates
Target of change – specify the population or elements that are expected to be changed at the objective is achieved for example 100 pregnant teens
Results oriented-identify measurable milestones to be achieved during the implementation process . For example process: 100 clients will have been contacted, outcome Dash 50 clients will report improve dietary intake
Criteria for measurement – if the objective cannot be measured the program cannot be evaluated for example to reduce anaemia by 15 percent I measured by haemoglobin status
50
Educational or instructional objectives
Are intended learning outcomes – what clients/patients/students are able to demonstrate at the end of instruction
For example assume you are giving the presentation on Canada's food guide to healthy eating to children two of your instructional objectives might be: at the completion of the presentation, the children will: name the four food groups, state which foods belong to each group, be willing to taste new and unfamiliar foods
51
When deciding on instructional objectives consider the type of learning outcomes you were interested in achieving
Intellectual outcomes such as knowledge understanding and thinking
Feelings and emotional outcomes such as interest attitude appreciation
Motor skills such as handwriting swimming or operating a sewing machine
52
What are program channels
Face to face: healthcare professionals to patients
Group delivery: worksite or classroom
Organizational
Mass media for example radio television magazine newspaper
Community for examples libraries schools health fairs local governments
A combination of any or all of these
53
Mass media advantages and disadvantage
They can transmit news quickly to broad audience is but cannot alone be expected to motivate people to change their behaviour
Advantage: quickly to broad audience, Publix primary source of information, after many opportunities for messages for example messages in program entertainment public affairs interview shows health column
Disadvantages: maybe a list trusted, constrained by time space and newsworthiness and ability to explain properly and fully, may focus too much attention on new information or information affecting limited segments of the population, increase the chance of miscommunication or controversial news, maybe incomplete, loss of control over how the information is communicated
54
Interpersonal channels
Put health Messages in more familiar context and more likely to be trusted and influential for example through physicians were friends. Developing messages materials and links into interpersonal channels they require time-consuming and costly development it may be more appropriate for long-term exposure to be acceptance of media messages
It's important to consider that all people learn in different ways and individualized instruction can provide one to one counselling and assist learners who are having difficulty understanding the program and that group instruction requires less personnel or clients can complete the program and participants can be a source of support for each other
55
Community channelsb
Can reinforce and expand upon media messages and offer instruction. Establishing links with community institutions and we can I Seshan's can shortcut the development of interpersonal roots of influence with the target audience. Interpersonal and community channels can offer support for action and are two-way allowing discussion and clarification encouraging and motivating and reinforcing action
56
Techniques
What are some questions to ask
Specific strategies you use in your chosen channels for example lectures role play etc.
Is the technique suited to the objective, how much time will it take to develop, will there be multiple learnings how much space does it take, what kind of props will it take, what skills does the stuff need
57
Technique should be matched to the desirable behavioural outcomes:
Knowledge: lecture TV debate dialogue interview panel picture discussion
Understanding: audience participation game demonstration problem-solving discussion case discussion
Skills: role-playing, games drill nonverbal exercises coaching
Attitude: experience sharing discussion, group centre discussion, role-playing, critical incidents, case method, games
Values: TV lecture debate I did discussion games
Interests: TV demonstration motion picture slide film dramatization exhibit trips
58
Techniques used to engage listeners during a lecture
Soliciting examples as the participants to offer some examples from their own experience
Dyadic interviews: The lecture stops and select pins and ask the participants to sit in pairs an interview each other about the content
Right left comparison: at appropriate times in the lecture stop and ask the participants to compare the reactions of her sitting on the right or left
Checking understanding: the lecture stops and checks whether the leader learners understand the concepts
59
Panels versus panel forum
| Versus expanding
Forums have question. At the end
Expanding has an empty chairs that participants can join in
60
List of techniques used
Lectures, electorates, as panels, panel for him, expanding panel, debate, interview, film, video tapes, presentation, demonstration, coaching, rehearsal, drills, put puzzles, reading, skits, Case study, brainstorming, role-play, mirroring, seminar, workshop, field trip
61
Force Field analysis
A technique for analyzing the forces in the environment which may help or hinder you in carrying out the strategy. For the force Field analysis imagine a straight line representing a tension between all the forces that would help you with the strategy arrows pushing to the right and all the forces that would get in your way hours pushing to the left
62
Guidelines for choosing channels techniques and
Force Field analysis
Review of resources
Check against the evaluative criteria
63
Review of. Resources
Technique used to look at the resources that would be needing to carry out the strategy think about which of these resources are available and which need to be acquired in order to implement the strategy: is this resource needed, is it possible to divert resources to the strategy, is it possible to acquire this resource elsewhere
64
Check against evaluative criteria
Means estimating how will you think each strategy will measure up according to the following criteria: appropriateness adequacy effectiveness efficiency side effects
65
Examples of print
Looks booklets pamphlets brochure newsletters presentation folders postcard binders menus catalogues data sheet
66
When developing your own printed material what should you consider
What is the purpose, what other purposes does it up, who is the message for, how much do you have to say what format will work best how should the peace be written what are your limitations are there any special requirements what are the foreseeable barrier, What are the unknowns how long will your piece being used how will you know if your pieces achieved its goal
67
There are many steps in producing a print the simplest version has just three: writing design and printing. Complex pieces can go through as many as 17 here are a few
Concept of element market research content research writing corrections editing and proofreading design art pretesting design approval preparing printing distributing evaluating
68
Developing and testing message concepts
The needs assessment and channel selected will form the basis for developing message concepts for example your goals and objectives will guide you on what messages should be. Message concepts or messages and rough draft and represent different ways of presenting the information to the target audience
69
Six ways to consider message construction
Clarity: having clear messages and containing few technical terms
Consistency: with current health findings
Main points: should be stressed repeated and never hidden in less important information
Tone an appeal: messages should be reassuring alarming challenging or straightforward depending on the desired impact they should also be truthful honest and complete
Credibility: spokes person and source of information should be believable and trustworthy
Public need: that's it should be based on what the target audience perceives as most important to them
70
What is pre-testing used for
Answer questions about material. Are they understandable, relevant, attention-getting and memorable, attractive, credible, acceptable to the target audience.
We can also assist comprehension, assess attention, identify strong and weak points, determine personal relevance, gauge sensitive or controversial elements
71
What are the limitations of pre-testing
Can't absolutely predict or guarantee learning
Can't often measure small differences in large sample sizes
Not a substitute for experience judgement
Doesn't guarantee success
Cannot overgeneralize findings
Takes time and youneed to analyze responses carefully am a been
72
Methods to test messages and material
Self administered questionnaires, central local intercept interviews, theatre testing, focus group interviews, readability testing, gate keeper review
73
Central local intercept interviews
Asking individuals from the target audience to participate in a pretest. Going to a high traffic area. Should not be used if they have to go in depth or talk about sensitive subjects.
74
Theatre testing
Gathering large group of respondents to react usually to audio or audio visual material
75
Focus group interviews
Obtain insight into target audience perceptions believe in language help trigger creative thinking
76
Readability testing
Can be done on the computer quick no cost tangible measure simply predicts approximate education level
77
Gatekeeper review
Gate keepers are the people who control the distribution channel their approval or disapproval of material may be a critical factor in a program success if they don't like the resources may never reach the audience. They might provide good advice.
78
What are the basic steps and implementing a program
Figure out what major activities will be needed and in what order they should occur
Make a schedule
Calculate what resources will be needed for example budget and staff
Assign responsibility to someone for each activity
Playing with specific tasks will be done who needs to be involved when the task will occur and what specific resources will be needed
79
Risk
A measure of the extent to which a given outcome might deviate from what is expected or desired
80
Sources of risk
Environmental risk: changes in government regulation, introduction of new competitor products, technological breakthroughs, budget cuts, new staff. They are uncontrollable that we strive to identify them so that we can prepare to deal with them
Internal risk: unreliability of worker performance, office politics, and checked expenditure. There is often some control over this risk
Technical risk: risk factor associated with the development or operations of the deliverable for example bugs and glitches
Market risk: risk that the program we develop will fail in the marketplace
Financial risk: has to do with cash flow and profitability
Human risk: the rise from the fact that human players in programs are complex marginally predictable human beings. Constantly playing with problems of human resource reliability competence and availability they are further affected by the consequences of political struggles, the turnover of key players, and the fickleness of our target group
81
The four parts of risk management
Risk identification, risk assessment, risk response planning, and documentation
82
Risk identification
Uncovering potential risks events in order to avoid unpleasant surprises
83
Risk assessment
Attempts to identify the nature of risk events and to anticipate their impact on the project.
84
Wrist response planning
Developing strategies to cope with risk events
85
Documentation
Keeping baseline data on what it takes to do a job. By collecting and considering historical data and environment is created where is perception of the future are based on informed judgement
86
The three parts of program plan review
Phase 1 determining the intermediate and final products of the probe
Preparing a detailed list of activities included in the program
Listing the interrelationships among activities for example pert
87
Determining resource requirements. The key to successful estimation of reserve requirements is a complete understanding of the program activities and how they are interrelated three things
Review of program activities: estimate minimum staff requirement and the need for supplies equipment and other resources make a projected budget
Budget: include all expenses can make a tentative budget. To make the budget you can consider the projected expenses of the program such as honorary a promotion manpower animals for the costs
88
Limited funding
Often times when budgets are made the costs are higher than the in the planters have to spend the strategies that might be employed to reduce cost include
Less expensive material or iliminate material all together
Illuminate number of staff
Reduce number of participants
Less expensive learning formats
Less expensive facility
Location where they don't have to stay at a hotel
89
Marketing programs marketing might be essential for educational programs for participation is voluntary. Marketing is done for two reasons
To ensure adequate participation for a program and to communicate with the program is all about
90
What are some questions you should ask when determining your target population profile
How many people are involved at what time will they be available where are located what are the ages, what are their education level, what is their gender of the city, what is her primary language, did they have any disabilities what are their skills, what are their learning style preferences, why do they want to be involved in the program, what are the costs for example fees loss of job time travel time child care
91
What are the four key aspects of marketing all ps
Product, price, place and promotion
92
Management information system. Three basic indicators can be used to assist program status:
Time: easiest indicator to deal with the time milestones can do used to maintain control over program implementation and milestones or reached early or not reached at the appointed time program managers can learn of potential trouble spots in program in plantation
Cost: stop time supplies and equipment maybe used to indicate whether program is being implemented as planned. Went to program functions on a strict budget monitoring cost maybe in a necessary control indicator
Performance: perhaps the most difficult control. Affected performance of personnel and equipment may be essential to program soundness, But designing performance indicators maybe exceptionally difficult
93
What time cost and performance indicator's have been assessed the next step is to collect data. Examples include
Count of expendable resources such as pamphlets, records of Billy, attendance, record of time to complete the tasks
94
What enhances motivation
Discovery in the pro motive and specific learning needs of your target population
Sistine members of the target population to specific objectives which can be translated into specific behaviours
Providing feedback
I'll be members applied learning in daily living
Having a comfortable environment and climate Setting
Engage members in mutual planning: feel committed to any decision in proportion to the extent to which they have participated in making it
95
Assumptions about motivation
People are always motivated – even if they are motivated to do nothing
People are responsible for their own motivation
If anything can be learned it can be learned in motivating matter
There is no best way to instruct
Every instructional plan needs a motivatinal plan
96
How to prepare your talk for an oral presentation
Analyze your audience: what do they want to know what is your demographic what are their treats
Getting prepared: have enough time use personal experience gather research other practical information
Organize an outline your presentation
Consider your delivery: the type of delivery, other considerations such as self-confidence language since year appearance and Thursday as him pace answer questions
97
Importance of the evaluation
Determining the level of attainment of program objectives
Determining strengths weaknesses of program elements making decisions about program planning
Monitoring standards of performance and establishing quality assurance and control mechanisms
Determining the generalizability of an overall program or program elements to other populations
Contributing to the base of scientific knowledge
Identifying hypothesis is for further study
Meeting the demand of public or physical accountability
Improving the professional staff skill in the performance of program planning, implementation, and evaluation activities
Promoting positive public relations and community awareness
For filling granter contract arrangement
98
Examples of a valuation questions
To what extent did the program achieve its goals and objectives
What are the characteristics of the individuals and groups who participated
For which individuals or groups was the program most effective
How enduring were the effects
Which features of the program or most effective
What are the relationships among the cost of the program and it's effect
To what extent did changes in social political and financial circumstances influence the program support and outcomes
Our participants satisfied with the program
99
Types of evaluation
Process a valuation, measures the activities services material staffing arrangement that compose a program and how those entities operate, looks set delivery including factors like looking at session content attendance and what people thought of the program, usually give specific information on how to program might be improved or made more efficient or effective,
impact of valuation
C immediate effects of the program does it meet at objective, the more program has clear in measurable objectives the more suitable it is for a summative a valuation, usually attempting to measure knowledge what people know what people recognize or what they are aware of what they understanding what people have learned, Attitudes behaviours are other issues usually done to provide information for summary statements and judgements about the program and its value, decision makers use information from somebody for valuations to help them decide whether to continue or to discontinue a program or whether to expand or reduce it
outcome of valuation
Measures the long term affects of the program, attempts to examine the extent to which a program highest priority priority are or are not being achieved
100
Steps in planning an a valuation
One is the project a good choice for evaluation? Several questions need to be asked to determine with your project is a good choice for a valuation. Did you invest considerable time and effort in the project? It's a project a reoccurring one? Is the project well-defined? Is it a relatively short term project when that can be evaluated within a reasonable period of time? Our participants readily accessible to enable easy collection of information? Your participants readily accessible to enable easy collection of information?
Step two: why is evaluation being undertaken?
To improve the project, and to prove their worth and effectiveness of the project for example justify continuance of the project or increase resources
Step three: describe the project to be evaluated.
No the following details: target population, context in which the project will operate, specific strategies and activities, who will do what, project content, resources to use, timeframe for the project, project objectives
Step four: what information is required for the a valuation?
Gather information on the description of the project both as planned and as delivered. Information on non-project factors which may influence the outcome of the project. Actual effects of the project, both plan to fix an unplanned effects, both negative and positive
Step five How will valuation information be collected?
It may be collected by records documents observation interviews questionnaires
step six what method will be used to tabulate and analyze the information collected?
Findings might be analyzed by counts percentages frequency distribution means modes medians rankings or other more sophisticated statistical techniques
Step seven: what resources are required for the evaluation
Your time, other personnel, material such as measuring instruments record forms, budget
Step eight what types of decisions are possible based on interputation of a valuation findings
To make changes to the program, to expand the program, to Curtail the program, to continue the program, to discontinue the program
Step nine, will a valuation records be reported to whom and how?
101
Levels of a
Casual observation, self checking a valuation, do it yourself evaluation, field studies, scientific research
102
Information collection methods
Records and documents, systematic observations for example checklists, readings by peers stuff experts for examples opinions, individual interviews example face-to-face or telephone, group interviews example focus group questionnaires face-to-face mail or computer, tests of information interpersonal skills Application of knowledge for example written or oral performance, situational test presenting response was stimulated life situations for example case studies, diaries and records for example food records grocery list, clinical evidence for example anthropometric and other physical measurements, biochemical evidence
103
Guidelines for selecting a valuation methods
Are the methods appropriate for the objectives of the project the type of subject matter been conveyed the group about him changes we measured and intended use of a valuation results
Does each method selected measure the information it is said to measure
Are directions for administering a method any clear and reliable
Has the effect of the method on the targets groups motivation and achievement been considered
Is the scoring for each instrument reliable
Have the methods or insurance been pre-tested to ensure they meet their criteria
Are there a variety of methods been selected to offset we can see is of each one
Was the target group involved in selecting the method to be used
104
The criteria for assessing in a valuation plan
Purpose of the evaluation: is the purpose clearly stated is the outcome of the evaluation clear? Does it state who is going to look at the results
Description of project: objective stated in terms of who is to do what is a result of the project is there adequate information on the content method of approach and persons taking part
What is to be measured: are the components to be evaluated clearly indicated? Are the components appropriate to be evaluated? Is the level of a valuation appropriate? Is it propose level of a valuation realistic in terms of resources available? Are the outcomes to be measured stated in terms of observable measurable behavior? Are the standards of level of achievement realistic
Collection of information: is the number of participants adequate? Are the types of instruments chosen best for purpose of a valuation? Does the instrument make the best use of resources? Is the instrument easy to use? Is the provision of maintaining objectivity adequate? Is it efficient?
Evaluation resources: does the participants up you're capable of providing feedback? Are the limits of a valuation resources realistically identified?
Other: zero plan the simplest one? Does it appear practical? Is it appropriate?
