7 Steps to Perfect Program Planning - Purdue Agriculture Steps to Perfect... · 7 Steps to Perfect Program Planning ... a result\爀屲Logic models are widely used in the ... Things
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7 Steps to Perfect Program Planning Janet Bechman Purdue University 2008 Purdue University is an Equal Opportunity/Equal Access institution.
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What does “program” mean to you? Our definition: sequence of educational experiences purposely selected to address locally identified need or issue.
STEP 1: Assess Needs• What are the needs
of people?– Listen– Observe– Examine data
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Lots of ways to assess needs. Some informal, some more formal. Need to do it constantly. Look at news in community, talk with and observe people, look at census data and other data. Interviews/community sessions to develop plan of work good example.
Work with Advisory Group• Represent diverse
community• Feel free to discuss
community• Input taken seriously• Inform of
accomplishments
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One source for helping identify needs is your advisory group (Extension Bd, 4-H council, CFS Advisory group, ECD advisory group). It is important that this group represent the whole community and that they feel free to discuss the community. They need to know that their input is taken seriously. Be sure to keep them informed all through the program development process…can help in lots of aspects.
Set Priorities• Every need won’t be
addressed • What are the needs
of greatest concern?• What needs can
education address?
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Can’t do everything that is important. Have to set some priorities. May need a set of criteria to help: importance of issue, number of people affected, fit into plan of work, importance to local officials, Extension’s ability to respond, who else is working on, etc. Lots of techniques could be used: voting, delphi technique, nominal group process, etc.
STEP 2: Plan• Outcomes
– Ultimate Result?• Objectives
– SMART- ABCD• Outcome Indicators
– How will you know?
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HEADACHE
Feel betterGet pills Take pills
Everyday Logic Model
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Let’s take a simple example – one that we can all relate to. We have a situation where we are suffering from a severe headache. To alleviate the headache, we rely on medication. First, we need to get the pills, then we take the pills and as a consequence we feel better. Number of embedded assumption: assumes that we can find/get the needed pills; that we take the pills as prescribed; that the pills lead to improvement – not a stomach ache or other negative side effect. All programs have such assumptions – often the basis for failure or less than expected results But, you can see the logic of the diagram and the end results – the impact that is expected. What really matters isn’t whether we get the pills and take the pills, but whether we feel better as a result Logic models are widely used in the public and private sector, nonprofits, evaluators. Have been used since the 1960s.
Logic Model: What Is It?
• Picture of a program• Graphic representation of the program –
what is invested, what is done, what results
• Core of program planning and evaluationCommon framework for your work
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We recognize this as a simple systems model – the connection of interdependent parts that together make up the whole It is a graphic representation of action: often bases are used in a flow chart diagram but any graphic is possible as long as it shows a series of connected actions LOGICAL CHAIN of relationships – a chain of influences or events – that link inputs to outputs to outcomes ( investments to results). What makes sense; what we believe to be true; what the research and experience suggest are the logical influences. The LOGIC MODEL IS A VISUAL THAT SHOWS THE RELATIONSHIPS. This logical chain actually is a series of in-then relationships or linkages. If x occurs, then we can expect y to occur. . As such the logic model is the basis for program planning and evaluation. It helps identify what is necessary to achieve desired outcomes in a planning mode and serves to identify data to collect to monitor and assess performance in the evaluation mode. It can be any shape. Can be simple or complex. Can be used in many ways.
Why Create a Logic Model?• Brings detail to broad
goals• Shows the ‘chain of events’
• Builds consensus
• Identifies gaps in logic & uncertain assumptions
• Clarifies difference between activities & outcomes
• Signals what to evaluate
• Summarizes key elements
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Here are some of the reasons to create a logic model. Can show a logic model to others to help them understand the program.
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This logic model shows how investments link to results. It shows the series of relationships needed for the program. It’s an example of the series of if, then statements. The situation is a key ingredient—what’s the need? Why doing? Assumptions: another key—beliefs about program: the participants, the way the program operates, how resources will be engaged, theory Faulty assumptions are often reason for poor results Environment (External Factors) Things likely to influence program’s ability to make a difference. Context of program. Politics, family circumstances, culture, economics, demographics, values, policies, services We’ll look at each of the other sections of a logic model in more detail, but generally: Inputs: resources invested Outputs: activities and participants—what you do and who you reach Outcomes: results/benefits
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Nice to see how the situation & outcomes. Notice how the learning objectives match with the short term learning outcomes, needed actions match with medium term outcomes, long term outcomes, match with desired situations.
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Determine Evaluation Method• Decide on
Indicators• Determine Data
Collection Methods
• Develop Instruments
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Evaluation: For Whom?• Focus on:
– Effectiveness– Efficiency
• From Two Perspectives– Funders/Decision Makers
• Results - Impacts– Extension Professional
• For Program ImprovementPurdue University is an Equal Opportunity/Equal Access institution.
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Major program evaluations focus on the effectiveness and/or efficiency of the major program from two perspectives: that of the funder or decision makers who is interested in results and impact, and that of the Extension professional who is interested in the same data, but who is also seeking information to improve the program.
Methods of Data Collection• Tests• Questionnaires• Interviews• Focus Groups• Observation• Secondary Data
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There are six major methods of data collection. Standardized tests, i.e. professional developed tests that usually include information on reliability, validity, and norms. Questionnaires (I.e., self report instruments Interviews – Situations where the researcher interviews the participants Focus groups – a small group discussion with a group moderator present to keep the discussion focused. Observation – looking at what people actually do. Secondary Data – using data that are originally collected for some other purposes
Keys to Survey Design• Keep language simple• Space out questions• Don’t double up questions• Keep privacy high• No “leading” or “loaded” questions• For multiple choice questions, use vertical line
for answers
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There are several more items to consider when planning your evaluation. Remember to keep the language simple throughout the evaluation. Participants may not be familiar with jargon or acronyms that you may commonly use. Space out the questions; more white space makes the evaluation look easier to complete. If you decide to use multiple choice questions, place the answers in a vertical line, so the eye moves downward as they read through the answers. This will simplify the process of answering the question. Also, be sure to ask only one question at a time. The question, “Do you think you will open a bank account and start saving money monthly?” asks participants two questions. It may be that some participants are planning to open a bank account, but are not planning to start saving money monthly, or vice versa. Separate the questions in cases similar to this. Write items that are clear, precise, and relatively short. IF your participants don’t understand the items, your data will be invalid or your survey will have the garbage in, garbage out, GIGO syndrome. Do not use “leading” or Loaded” questions. Leading questions lead the participant to where you want him or her to be. Loaded questions include loaded words, i.e. words that create an emotional reaction or response by your participants. Always remember that you do not want the participants’ response to be the result of how you worded the question. Always use neutral wording.
STEP 3: Develop Program
• Select Format• Devise Program
Schedule• Determine who will
Deliver Program• Secure Location
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Nitty gritty of organizing the physical aspects of your program.. How will it work? When will it be? Will it be one session or more? Who will actually deliver the content? How? Where will it be? Is it accessible?
Develop Teaching Materials• Select and Organize
Content• Develop Educational
Resources that enhance learning
• Vary Teaching Techniques
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Methods will depend on the subject matter being presented. Think of those objectives and what you want to happen. Probably need a few key points…not overwhelm participants. Varying teaching techniques to accommodate a number of individual learning styles…some learn by listening, some by seeing, some by doing…using a variety of techniques help you reach one.
STEP 4: Promote• Estimate Expenses• Obtain
Resources/Sponsors• Create Marketing Tools
– Define Target Audience• Plan Marketing
Schedule
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STEP 5: Deliver• Create Positive
Learning Experience• Practice• Include Small group
Activities
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Preparing: Enthusiasm most important ingredient. Warm up, review If using media, Be easy to read/see Use large fonts. Try not to go below 24….guides available for figuring it out based on the size of the room.. Pick a few key words Graphs/ pictures good Be careful with color choices; not red/green
Organize your Presentation• “Tell them what you
are going to tell them”
• “Tell Them”• “Tell them what you
told them”
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Intro, body, summary Intro—tell purpose, objectives, why relevant, get attention Body—change pace every 10-15 minutes; 3-5 main points Summary—at least summarize major points What’s your job: making certain that each individual in the audience get’s it. Understand the key ideas. My job is to make sure they get it! Organize presentations that “get to the point” Prepare ppts that help communicate idea visually Pay more attention to the audience than the screen or method Keep audience interested, engaged, involved Show audience you care about them
Group Activity• What are the 5 best
techniques for program delivery?
• What are the 5 worst techniques used for program delivery?
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STEP 6: Evaluate• Collect Indicator
Data• Concentrate on
Outcomes
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STEP 7: Communicate Results• Report Impacts
– Write impact statement
– Report locally– Tell Your Story
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What is an Impact Statement?A brief summary, in lay terms, of the
economic, environmental, social and/or civic impact of your effort.
Shows the value of your program to key decision makers or those who influence them
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To be sure we’re all on the same page, let’s define impact statements or impact reports. Part of this definition explains why we do them.
Impact Statement Sections• Impact Title• Issue• What you have
done• Impact
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There are basically four sections to an impact statement. We’ll discuss each one in a little detail. ��In SAM, you will also be asked to select which plan of work planned program or issue that your impact statement addresses. You will no longer have to select a USDA goal, sub goal, etc.
Writing Tips• Always identify the
subject matter• Avoid vague words• Include number
reached• Check spelling and
grammar• Proofread
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Keys to Great Impact Statements• Descriptive problem
statement• Actual Impact
– Measurable– Anecdotal
• Issues people care about
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Program Planning Keys • Look
– needs, advisory group, prioritize
• Plan– Inputs, outputs,
outcomes, promote, deliver
• Evaluate– Collect data, report
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