Sharing Your Findings with Stakeholders PRESENTATION ADAPTED from one developed by Emily Rothman, ScD Boston University

Agenda Intro Learning:  Life Cycle of Data  Sharing Findings with Stakeholders Preparing for final session

Presenting Your Data

The story hidden inside your data

The “life cycle” of data Your computer printout Word tables Better word tables Charts

The “life cycle” of data Your computer printout

Who should see your computer printout? You Your evaluation or data consultant NOBODY ELSE

Step 1: Make a table in word Word tables

Step 2: Make a better table in word Better word tables

Quick introduction to a table

Title

Quick introduction to a table Rows

Quick introduction to a table Columns

Quick introduction to a table Footnotes

Quick introduction to a table N=total #

Quick introduction to a table Indented under subheading

Quick introduction to a table small n often useful

Quick introduction to a table Include percent sign unless you do the other format: 5 (53)

Total samplePerpetratorsChi-Square n% (n)χ 2 (df), p-value Demographics Total (219) Gender (1), p<0.001 Males (51) Females (178) Race (3), p=0.006 White, non-Hispanic (12) Black, non-Hispanic (117) Hispanic (72) Other/Multirace (24) Nativity 5.243(2), p=0.073 Born in U.S (170) Immigrant (US >4 years) (44) Immigrant (US ≤4 years) (13) Prevalence of past month physical DV perpetration by demo. subgroups (N=1,530)

Quick introduction to a table Make sure numbers line up; use right justify

Quick introduction to a table Statistical test last column

Quick introduction to a table Use few borders, skip lines

Step 3: Make one or two charts to illustrate key information Charts

Step 3: figures Figures 1,118 screened 465 (70%) enrolled 430 (92%) completed TLFB 454 ineligible 664 (59%) eligible

Step 3: Maps Maps

Step 3: Diagrams Diagrams

“Pure” perpetrators were rare

Example: Table form not-just.html

Example: Chart form

Warnings! Don’t do this stuff: Present everything: You MUST make choices Present all response option: COLLAPSE data in ways that make sense Jump to final tables:EXPLORE data thoroughly first Crunch too much info together:Each table on its own page Be confused:Make sure you can explain your table to someone Present everything: You MUST make choices Present all response option: COLLAPSE data in ways that make sense Jump to final tables:EXPLORE data thoroughly first Crunch too much info together:Each table on its own page Be confused:Make sure you can explain your table to someone

Warnings! Don’t do this stuff: Pie charts: Hard to read and understand Stacked bar charts: Impossible to understand Fancy stuff in Excel or PPT: Bubble charts, cylinder charts…etc. : KEEP IT SIMPLE Pie charts: Hard to read and understand Stacked bar charts: Impossible to understand Fancy stuff in Excel or PPT: Bubble charts, cylinder charts…etc. : KEEP IT SIMPLE

Example: Media Literacy scale on the SADA Survey Strongly disagree Disagree Agree Strongl y agree 1. The news is reported without bias Reality television programs show life like it really is I expect my romantic relationships to be like the ones I see on television & in movies People who create what we see on television target specific audiences What I see on television and in movies affects my attitudes about certain things What I see on television and in movies affects how I act People create what we see on television in order to make money News reporters always report on all sides of a story The messages in television and movies reflect a specific point of view MEDIA The next set of statements assesses your opinion about the images you see on television, movies, and other forms of media. Please circle 1 through 4 to indicate how much you agree or disagree with each statement.

Example: Media Literacy First Table Shells N=Strongly disagree Disagree Agree Strongly agree %(n) 1. The news is reported without bias. ( ) ( ) ( ) ( ) 2. Reality television programs show life like it really is. ( ) ( ) ( ) ( ) 3. I expect my romantic relationships to be like the ones I see on television & in movies. ( ) ( ) ( ) ( ) 4. People who create what we see on television target specific audiences. ( ) ( ) ( ) ( ) 5. What I see on television and in movies affects my attitudes about certain things. ( ) ( ) ( ) ( ) 6. What I see on television and in movies affects how I act. ( ) ( ) ( ) ( ) 7. People create what we see on television in order to make money. ( ) ( ) ( ) ( ) 8. News reporters always report on all sides of a story. ( ) ( ) ( ) ( ) 9. The messages in television and movies reflect a specific point of view. ( ) ( ) ( ) ( )

Example: Media Literacy by Gender N= Strongly disagree Disagree Agree Strongly agree MaleFemaleMaleFemaleMaleFemaleMaleFemale %(n) 1. The news is reported without bias. ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) 2. Reality television programs show life like it really is. ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) 3. I expect my romantic relationships to be like the ones I see on television & in movies. ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) 4. People who create what we see on television target specific audiences. ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) 5. What I see on television and in movies affects my attitudes about certain things. ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) 6. What I see on television and in movies affects how I act. ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) 7. People create what we see on television in order to make money. ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) 8. News reporters always report on all sides of a story. ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) 9. The messages in television and movies reflect a specific point of view. ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )

Example: Media Literacy Better Table Shells QuestionPre-TestPost-TestChange %(n) 1. The news is reported without bias.() 2. Reality television programs show life like it really is. () 3. I expect my romantic relationships to be like the ones I see on television & in movies. () 4. People who create what we see on television target specific audiences. () 5. What I see on television and in movies affects my attitudes about certain things. () 6. What I see on television and in movies affects how I act. () 7. People create what we see on television in order to make money. () 8. News reporters always report on all sides of a story. () 9. The messages in television and movies reflect a specific point of view. () Table 1. Respondents with desirable responses on Media Literacy Scale (N=)

Example: Media Literacy Better Table Shell by Gender QuestionPre-TestPost-Test FemaleMaleFemaleMale %(n) 1. The news is reported without bias.() 2. Reality television programs show life like it really is. () 3. I expect my romantic relationships to be like the ones I see on television & in movies. () 4. People who create what we see on television target specific audiences. () 5. What I see on television and in movies affects my attitudes about certain things. () 6. What I see on television and in movies affects how I act. () 7. People create what we see on television in order to make money. () 8. News reporters always report on all sides of a story. () 9. The messages in television and movies reflect a specific point of view. () Table 2. Respondents with desirable responses on Media Literacy Scale by gender (N=)

Example: Using the table shell QuestionPre-TestPost-TestChange %(n) 1. The news is reported without bias.67(14)() 2. Reality television programs show life like it really is.86(19)() 3. I expect my romantic relationships to be like the ones I see on television & in movies. 82(18)() 4. People who create what we see on television target specific audiences. 95(20)() 5. What I see on television and in movies affects my attitudes about certain things. 50(11)() 6. What I see on television and in movies affects how I act.14(3)() 7. People create what we see on television in order to make money. 91(19)() 8. News reporters always report on all sides of a story.82(18)() 9. The messages in television and movies reflect a specific point of view. 82(18)() Table 1. Respondents with desirable responses on Media Literacy Scale (N=22)

Sharing Your Findings

Why share your findings? Increase community support for your program Highlight a particular need in the community you are addressing Demonstrate your program’s effectiveness Increase fundability

Knowing Your Audience Stakeholder: one who is involved in or effected by a course of action Who are your stakeholders? For each group of stakeholders, consider:  How do they like to receive information?  What types of information would interest them? Do they tend to be data-driven or story-driven?  Are there any barriers to receiving information that need to be taken into account? (e.g. reading levels, language, etc.)

Knowing Your Data What story will you tell with your data? What pieces of data should be highlighted?  Look for data that illustrates something interesting, demonstrates change, or points to a need that should be addressed by future programs  Don’t be afraid to share if a portion of the program didn’t work What pieces of data are not helpful or confusing?

Ways to Share Your Findings Highlight sheet Report Presentation Video Infographic

Things to Keep in Mind Top priority: telling your story clearly  Wording should be clear and concise  Illustrations, tables, graphs, etc. should help to tell your story, not confuse matters  Font should be easy to read  Don’t get distracted with bells & whistles

Preparing for Next Session April 14th Guidelines for presentations at work session Homework: prepare your 10 minute presentation!