What Do We Want from Evaluation? Methodology: THE WORK PROCESS

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Presentation transcript:

What Do We Want from Evaluation? Methodology: THE WORK PROCESS Trust US: If We Developed It, We Can Evaluate It Angela Harnden, PhD, Nancy Ward, Rose Ann Percival, Ellen Bannister, Linda Gonzales and Valerie N. Williams, PhD Oklahoma People First and the Center for Learning and Leadership, Oklahoma UCEDD What Do We Want from Evaluation? Methodology: THE WORK PROCESS Results and Lessons Learned STEP 2: Develop Training Materials Use flip chart paper to expand ideas Self-advocates review material researched by others Prepare power point presentations: use symbols & pictures to address all reading levels Develop trainer’s manual with understandable language using pictures & symbols Pilot training in various locations LESSONS FOR PARTNERS It took a lot of time, patience and editing. Learned to trust self-advocates. Honored self-advocates’ wishes to “Teach Us to Do It Ourselves”. Took a willingness on the part of partners and funders to let self-advocates build their own evaluation process based on their experiences and knowledge. Learned to respect self-advocates’ ability to develop their own materials and processes. Learned how to support and not try to control the process. All of us listen better to our peers. STEP 1: Agreeing on Topics for Training Trained committee on Leadership Asked committee what they really wanted to learn and what they thought other OPF members wanted to learn Used flip chart paper to record answers Narrowed down the topics. STEP 1: Agreeing on the Need for Evaluation Self-Advocates wanted: A review and evaluation process that people with disabilities could understand to evaluate the training created and taught by self-advocates in the Oklahoma Self-Advocacy Network (OKSAN). Development of Training & Evaluation Process Formed a training committee of self-advocates Facilitated by CLL and OPF Used flip chart paper to list skills they currently possess Used flip chart paper to list all the areas the self-advocates were interested in learning Sorted list until we decided the most important things to learn first. Reviewed different evaluation tools and process Tried different versions until we agreed on what we thought people with disabilities could understand and value. STEP 2: Developing a Method for Evaluation: Trying what is available Group Consensus on Action Developing Training Materials Training the Trainer Mentoring Certification of Trainers Evaluation and Improvement STEP 3: Training-the-Trainer Manuals completed. Conduct 2-day train-the- trainer class using various materials. STEP 3: Edit prior evaluation forms to find what is needed. Used Person Centered Thinking (PCT) tool, “Working/Not Working” to create new evaluation tools. STEP 6: Evaluation Used Person Centered tools to evaluate trainings. After each training, reviewed what worked and didn’t work. Developed a training satisfaction survey. First, trainers were evaluated by project staff. Now Master Trainers evaluate new trainers. STEP 6: Final evaluation process using universal language “We did it. I am proud of the evaluation process we developed.” Nancy Ward, trainer “I feel like people want to know how I feel about something. I loved the Worked/Didn’t Work part of the training.” Duncan participant “Finally, I understand the form I am being asked to fill out and I see why it is important.” Ardmore participant LESSONS FOR SELF-ADVOCATES If given the right training and tools, we can “do it ourselves.” We took the time to develop an evaluation that made sense to people with I/DD. We realized we needed more information than what we could gather on paper, so we started using “What Worked/What Didn’t Work” to gather more information from the training participants and trainers. The “Worked/Didn’t Work” process gave us valuable information on revising the trainings to meet the needs of the participants. The evaluation we developed makes sense to people with I/DD and they are more willing to fill out the evaluation. We have pride in the training and the evaluation, and feel we gained the respect of our partners. q  We can be important and successful partners. STEP 4: Mentoring CLL staff mentored initially. Self-advocates assume role of mentor to new trainers. Then assumed role of Master Trainers. STEP 4: Self-Advocates are consultants to CLL staff to determine evaluation needs. They train staff to know what is useful and needed for self-advocates. Wow! Somebody cares what I think.” Oklahoma City participant STEP 5 : Certification of Trainers Complete all steps to become certified trainer. Attend a 2-day class and train- the-trainer session. Successfully train twice. Attend 75% of scheduled trainer meetings. STEP 5: We had to try various evaluation formats to figure out the appropriate evaluation tool(s). TRAINING EVALUATION QUESTIONS TECHNICAL ASSISTANCE EVALUATION QUESTIONS ORIGINAL NOW NOW ORIGINAL OKSAN is a partnership between the Center for Learning and Leadership/OK UCEDD and Oklahoma People First, and receives funding through the Oklahoma Developmental Disabilities Council. The Center for Learning and Leadership/ Oklahoma UCEDD is a collaborative initiative of the University of Oklahoma Health Sciences Center, sponsored by the OU College of Medicine, with support from the U.S. Department of Health and Human Services, Administration on Intellectual and Developmental Disabilities grant #90DD0685.