Merrill Area United Way Outcomes Training (Part 2)

Art LerschAssociate ProfessorCommunity Resource Development EducatorUniversity of Wisconsin – Extension, Lincoln County

July 23, 2008

Outline

United Way National Issues and Goals Overview

Outcomes Based Program Design

Interactive program design exercise

Brand positioning and promise

National Issues and Indicators Framework

Advancing the common good by creating opportunities for a good life for all

Pillars or Focus areas

Target issues

Intended results

Indicators

EducationHelping children and

youth achieve their potential

IncomePromoting financial

stability and independence

HealthImproving peoples’

health

e.g., academic achievement

e.g., Young people graduate from high school

e.g., Public on-time high school graduation rate*

*As measured by the averaged freshman graduation rate

National Goals

• Cut by half the number of students who drop out

• Cut by half the number of financially unstable lower-income working families

• Improve by one-third number of healthy risk-avoiding youth and adults – 34 % in 2005 to 45% in 2018 = 1.9 million more healthy young

people in 2018– 35% in 2005 to 45% in 2018 = 29.2 million more healthy adults

in 2018

Plan of Action

Designing an Outcomes Based Program

The order of things! Is this right?

The Order of Things

Do steps one through four almost simultaneously!

You can’t think about one element without thinking about the others.

Example Program

Leadership Lincoln County

A community –based leadership program administered by UW-Extension that seeks “to help existing and emerging leaders develop effective leadership skills.”

It all starts with understanding the situation

Define the problem/issue

State what caused the problem/issue

Indicate in general what may address the issue or help solve the problem

Define why it is important to address the problem/issue (the need)

Situation

As the local population ages, existing leaders retire, and youth leave our county, there is a need to cultivate new leadership dedicated to spearheading positive organizational and community change. The Leadership Lincoln County Training Program will provide the knowledge base and skills required to become an effective leader in the community and in organizations. It will also provide skills that will help people better manage their personal lives.

Vision

Remember the car?

Vision What should long – term success

look like?

Realistic but bold!

What is the potential “so what” factor? (What is possible?)

Vision

If the lack of competent local leaders issue is addressed, what are the most desirable outcomes?

What positive change will be the result of their action!

Vision

Leaders who retire, move away, or pass away should be immediately replaced by stakeholders who care as much if not more for the community and its organizations, who are open to meaningful change, and who have the skills to mobilize others to improve local conditions. Tangible, positive change will be derived from the actions taken by this new leadership generation.

Short – Term Measurable Outcomes

What foundational pieces could get you to long – term success?

What can be accomplished in a year (or perhaps two)?

Do the short – term outcomes include most/all of the Outcomes Matrix elements?

Outcomes Matrix

Short – Term Measurable Outcomes (Leadership Program)

Short – Term Outcomes

• Graduates join leadership program steering committee and help to make changes to the program that improved it as evidenced through program administrative records.

• Graduates actively recruit fellow employees etc. to attend the program (shows application of what they learned and greater leadership abilities).

Teach to Learn

Conduct an analysis of the two outcomes statements using the information in the previous two slides.

Indicators

What indicates that short – term outcomes are being achieved?

What are the “measurements?”

Indicators

Graduates join leadership program steering committee and help to make changes to the program that improved it as evidenced through program administrative records.• Graduates join committee (How many and

why?)• What specific changes did they suggest that

were implemented?• How did those changes improve the program?

Evaluation Plan for Measuring Outcomes

Source: Diagram created by educator based on elements of the Basic Guide to Outcomes Based Evaluation for Nonprofit Organizations with Very Limited Resources; Carter McNamara

Evaluation (Leadership Program; Short – Term/Immediate)

Evaluation/Short – Term (Leadership Program; Not Immediate)

What skills that you learned during Leadership Lincoln County are you currently using (less than a month after the last class) in your personal life, in your career, or in the community?

What new leadership opportunities have you assumed as a result (or at least partly as a result) of your participation in Leadership Lincoln County?

What other factors made you decide to take on the leadership role?

Evaluation Tools Pre and Post Tests Group Interviews Focus Groups Evaluations Surveys/questionnaires One on one interviews Journaling Grounded Theory

Outputs

Outputs (Leadership Program)

• Number of students graduating from the program

• Number of sessions taught and attended

• Program curriculum

• Number of graduates taking on new leadership roles in the community, in their organizations, etc.

Inputs

Inputs

Must determine short - term outcomes before you can tell whether or not you have the resources to do a program that will lead to the achievement of those outcomes!

Must determine capacity before you can think of long-term outcomes!

Inputs• Participants• Staff• Time to develop curriculum and to carry out sessions• Guest presenters/trainers• Steering committee members (advisory and

administrative)• Presentation equipment• Session venues• Food • Evaluations• Copies of curriculum, agendas, etc.

Long – Term Outcomes

Potential Long – Term Outcomes (Leadership Program)

• Through their new leadership activities, graduates are able to document that they spearheaded positive change within their organizations or in the community. (How are they using what they learned in the program?).

• Graduates practice the traits of Level 5 leadership as exhibited by their public actions and their ability to motivate others, etc. (the ability to motivate others could possibly be evidenced through interviews with “followers,” etc.)

“Imagining” long – term outcomes will help you refine the vision (both at the beginning of and during program implementation)

Another Example

Situation: Children are cared for and have fun as they become prepared for school.Ensure children (birth to 5) have positive development.

Vision: All children start school ready to learn.

Another Example

Short – Term Outcome:

75% of the children entering kindergarten will have the necessary skills to be successful by 2010.

Another Example

Indicators:

Kindergarten readiness as measured by the MMSD kindergarten screener

Children, 0-5, screened through Ages and Stages; percentage at appropriate developmental stages

Another Example

Evaluation:

What percentage of Head Start students are able to recite the alphabet within a short period of time?

What percentage of Head Start students can write their name within a short period of time?

Another Example

Don’t forget outputs, inputs and Potential Long – Term Outcomes

Other Elements

Timelines/schedules

Who in the agency will be administering the program?

Small Group Task Develop a program (re-develop an

existing program) using an outcomes approach

Use your diagrams and the information in this PowerPoint to guide you

Start with the situation

Contact

Art Lersch

Associate ProfessorCommunity & Economic Development EducatorUniversity of Wisconsin – Extension, Lincoln CountyArthur.lersch@ces.uwex.edu715-536-0304