1. S519

2.  What is evaluation?  What are the steps involved?  What are step1 and step2?  What are absolute or relative merit? S519

3.  To build a criterion list, consider the following procedures:  A needs assessment  Logic model of linking the evaluand to the needs  An assesment of other relevant values, such as process, outcomes, and cost  A strategy to organize your criterion checklist Make sure that you go into the evaluation with a well-thought-out plan so that you know what you need to know, where to get that information, and how you are going to put it together when you write up your report. S519

4.  Needs that we identify become the outcome criteria we use for the evaluation  The data collected during the needs assessment phase can be used as baseline data for comparison if we wish to track change in certain outcome variables. S519

5.  Understand the true needs of your evaluation end users (consumers or impactees)  Who are your end users?  They are the person or entity who buys or uses a product or service, enroll in a training program,etc.  Upstream stakeholder (i.e. People on upper level of the structure – manager, designer)  Immediate recipients (i.e. People who directly consume your product or service – consumer, trainee)  Downstream consumers (i.e. People who indirectly involved in your evaluation) S519

6.  Rules to follow during the evaluation  Systematic (step-by-step, thorough)  Objective (free from bias)  Transparent (easy to repeat and follow) S519

7.  Needs vs. Wants  Difference and why  A need is something without which unsatisfactory functioning occurs.  Different kind of needs  Context dependence  Conscious needs vs. Unconsious needs  Needs we know and needs we do not know  Met needs vs. Unmet needs  Building a factory (increase job, but create pollution)  Performance needs vs. Instrumental needs  „need to do“ something for satisfactory functioning (actual problems) vs. Proposed solutions  Access email vs. Lightweight laptop  Most of the case, performance needs is considered, but not the instrumental needs S519

8.  Two phases:  Identifying and documenting performance needs  Investigating the underlying causes of performance needs S519

9. StepsExamples Document the extent of the presenting need by gathering evidence - Ask police for teen drug arrests Find out more about individuals- Is the drug use more prevalent among boys or girls Look for unnoticed performance needs - e.g. By combining of open-ended inquiry -Have there also been problems with violence, or other crimes - asking parents, teachers or community members Come out the clear picture of the needs- Lay out the evidence Identify the performance needs for an increase in drug abuse by teenagers S519

10.  Using logic model Training program Improved skills Improved performance If we implement this We will address this underlying need Which should solve our performance problem S519

11. If we implement thisWe will address this underlying need Which should solve our performance problem if that was the true underlying need Training programUnskilled employee Education and communication Improved performance Performance incentivesUnmotivated staff Job enrichmentUnchallenged job Provision of resourcesLack of resources Flexible schedulingHome and work conflict Organizational climate intervention Bad working enviornment S519

12.  Asking potential participants about their needs is just the tip of the iceberg  Many important information has to be gathered in some other way  Working with experienced upstream impactees  Working with project officer for grant writing training program  Identifying correct cause by asking open-end inquiry to downstream and upstream impactees  Poor involvement of grant writing  Lack of motivation – increase incentive  Lack of confidence – build up self confidence S519

13.  Think about other criteria based on  Process evaluation  Outcome evaluation  Comparative cost-effectiveness  Exportability  Like: legal, ethical, authenticity, scentific, economic, historical requirements, etc.  Being diagnostic  Collecting facts S519

14.  Needs assessment  Identify consumers or impactees (e.g. Table3.2)  Identify different needs (e.g. Table3.3)  Logic model (e.g. Exhibit3.6 and Exhibit3.7)  An assessment of other relavent values with the consideration of process, outcome and cost (e.g. Table3.4)  Organizing your criteria  see step4 output report S519

15.  Rolling design  unanticipated criteria may add to the list  Existing criteria may be modified  Never draw a conclusion based on a single piece of evidence  Try to view the same issue from different angles through:  Different types of data (both qualitative and quantitative)  Multiple sources of information (e.g., existing document, observations, input from more than one group of stakeholders) Triangulation: using different ways or data to verify the conclusion Step-by-Step: start the small scope of data collecting, extend it slowly later on. S519

16.  When organizing your criteria, always keep the followings in mind:  Process  How good are the evaluand‘s content and implementation  Outcomes  How good are the impacts on immediate recipients and other impactees  Comparative Cost-Effectives  How costly is it? Excessive, quite high, acceptable or reasonable  Exportability  How can we extend this to other settings? S519

17.  Process evaluation  Content  What the evaluand consists of, i.e., basic components or design)  Implementation  How well or efficiently the evaluand was implemented or delivered to the consumers who needed it  Other features  Any other features that make the program good or bad which are not covered by the first two and are not outcomes or cost-related criteria S519

18.  Now feed into these three categories with all the process-relevant ingredients we generated from:  the needs assessment and other relevant needs (e.g. Table3.3, Table 3.4, Exhibit3.6)  Add additional consideration if necessary categorySubcategories and criteriaSource of evdience Content evaluation Implementation evlauation Others (if necessary) S519

19.  What is outcome  Things that happen as a result of the program  Outcomes can affect anyone listed as consumers  How to do  Based on logic model in step3 (e.g. Exhibit3.6 and Exhibit3.7)  Organize them into subcategories  See Table4.3 (D-p60) categorySubcategories and criteriaSource of evdience Knowledge, skill and attitude gain Application of knowledge, skill and attitudes S519

20.  Any evaluation has to take cost into account  What are costs?  Money  Time  Effort  Space  Opportunity costs S519

21.  Type of costs  Money, resources, time, opportunities  Costs When  Preparation, implementation, maintenance, evaluation  Costs to whom  Participants, community organizations, workshop provider, others  D-p61 S519

22. PreparationImplementatio n MaintenanceEvaluation Money Resources Time Opportunity Costs to Whom Comparison with competitors Find out the most important costs for your evaluation Compare your cost with other competitors S519

23.  What elements of the evaluand (i.e., innovative design or approach) might make it potentially valuable or a significant contribution or advance in another setting  Think about examples S519

24.  Checkpoints for  Process  Outcomes (e.g., Table4.3)  Comparative Cost-Effectives (e.g., cost cube table)  Exportability  Short summary of potential areas for exportability S519