why evaluate your program?
DESCRIPTION
This slideshare explains why nonprofit organizations should evaluate their programs. Beyond documenting program outcomes, it argues that program evaluation can and should be a key component of program improvement.TRANSCRIPT
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Why Evaluate?
Before After
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Organizations evaluate in order to find the number.
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The number of kids who graduate from high school.
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The number of people who are able to get and keep a new job for six months.
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The number of points by which students’ math scores rise.
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The number of points by which a psychiatric patient’s depression score decreases.
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These numbers all describe outcomes.
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Outcomes are about the results of a program.
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Outputs are about the steps you followed to produce those outcomes.
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It’s important to understand the difference.
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But what is the number for?
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Why do we need to know the number?
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Well, existing funders want to know if their investments yielded results.
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New funders want to investin programs that work.
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Board members, staff, clients and community stakeholders want to associate with programs that are effective.
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But what really is the number?
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To be useful, the number has to represent a comparison against expectations.
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Expectations that without the program, people/ institutions/ communities would not have changed.
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Expectations that without the program, people/ institutions/ communities would not have changed.
* If you remember back to your statistics course, this was called the null hypothesis.
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So essentially, we have an experiment.
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Differences between the number before the program and the number after the program have to be due to the program*.
*All other things being equal
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That was easy, right?
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Pretty reasonable, wouldn’t you say?
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Did you ever sign up for an online service where you had to check a box indicating that you had read and agreed to all the fine print?
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Did you actually read all the fine print?
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Neither did we.
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But in this case you have to.
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Differences between the number before the program and the number after the program have to be due to the program*.
*All other things being equal
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But all other things are equal.NEVER
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The boys may do better than the girls.
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Counselors may interpret the treatment modality differently.
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Participants with different work histories may respond differently to the work readiness program.
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Looking at the averagechange in:
Math GradeDepression ScoreMonths on the jobmay not be enough.
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But wait, it gets even worse.
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What if the boys do better than the girls UNLESS the girls are taught by Ms. Smith in which case they do better?
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What if more experienced counselors do better regardless of differences in treatment modality?
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What if differences in work histories are only important for workers moving from traditionaloffice work?
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Organizations that want to improve their programs need to understand these differences.
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Because maybe the girls need more teachers like Ms. Smith.
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*Find out what Ms. Smith does that she’s so effective with the girls.
Because maybe the girls need more teachers like Ms. Smith.
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And only the less experienced counselors need more training.
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And only the less experienced counselors need more training.
* Devote resources to retraining just the less experienced counselors.
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And the workforce readiness program needs to treat people with experience doing office work differently than those who held blue collar jobs.
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And the workforce readiness program needs to treat people with experience doing office work differently than those who held blue collar jobs.
* Create two different programs, one for former office workers, the other for former blue collar workers.
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Maybe what this means is that evaluation is about more than just the number.
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Maybe beyond asking the question “did the
program work” it should ask:
Where did it work?For whom?Under what circumstances?
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We believe that effective organizations use evaluation to document positive outcomes….
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to inform continuous improvement.&
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