Dana Keener, Ph.D.ICF Macro

2009 AEA Annual MeetingNovember 12, 2009

Background/context of the study What is technical assistance? Intervention description Methods Results Conclusions

CDC’s Rape Prevention and Education (RPE) Grant Program in the Division of Violence Prevention

Four regional trainings offered in summer 2006 to sexual violence prevention professionals

RPE wanted to explore the added value of offering TA after a traditional training session

What Intentional, individualized, tangible help, aid, or assistance

For whom provided to an individual, organization, or community

Why for the purpose of increasing knowledge, skills, and abilities towards the successful achievement of a particular end-goal or product

Relationship quality IndividualizationProactive designSufficient dosage

Purpose: to promote the application of effective training practices among sexual violence prevention professionals

Two components:◦A full-day training component◦A subsequent telephone-administered

technical assistance component

Satisfaction with the training and TA Motivation to use effective training

practices Knowledge and self-perceived ability to use

effective training practices Application of effective training practices

6 hour in-person training Repeated in 4 locations Included PowerPoint, stories, worksheets,

exercises, and group discussion Small group sizes

◦ Atlanta = 4 participants◦ Chicago = 3 participants◦ San Diego = 9 participants◦ Hartford = 11 participants

Conducted via scheduled telephone conferences within 6 months of training

Two different intensity levels Designed to extend and

reinforce the training component

No new material presented Focused on application of

training content

Low-Intensity TA(Chicago and Hartford)

High-Intensity TA(Atlanta and San Diego)

1-60 min group call

Scheduled 90 days after training

n=14

3-60 min group calls 1-60 min individual call

Scheduled every 30-45 days after training

n=13

Longitudinal, quasi-experimental Data collected via surveys and observations

27 participants in total Self-selected into the training session Professional, well-educated Involved in training others as part of their

jobs

Based on training city Chicago and Hartford low-intensity TA Atlanta and San Diego high-intensity TA No systematic differences observed

between groups at pre-test

Timing of Data Collection

Measure Method

Before training session

Pre-Training Survey Self-report paper/pencil

During training session

Training Observation Tool

Evaluator completed paper/pencil

Immediately after the training session

Post-Training Survey Self-report paper/pencil

Following each TA call

Post-TA Survey Web survey

Six months after the training session

Six Month Follow-Up Survey

Web survey

Pre-Training 100% Post-Training 100% 6 Month Follow-up 96%

Demographics/Participant Characteristics Organizational Characteristics Satisfaction with Training and TA TA Engagement Effective Training Practices

◦ Attitudes/Motivation◦ Self-Perceived Ability (general and specific)◦ Knowledge (knowledge score)◦ Improvement◦ Application

RESULTSRESULTS

Participants were highly satisfied w/the training

Participants reported significant increases in:◦ Perceived ability to plan, implement and evaluate

training programs◦ Knowledge scores

Outcomes did not vary based on size of training group

Outcomes did not diminish 6 months after the training regardless of participation in TA

Defined as participating in at least 50% of calls offered to them

15 engaged participants◦ 9 from high-intensity group◦ 6 from low-intensity group

Participants from the smallest two trainings were more likely to be engaged in the TA component

6 of 7 from smallest trainings were engaged (86%) 9 of 20 from largest trainings were engaged (45%)

1

2

3

4

5

6

7

Pre-Training (N=27)

Post-Training(N=27)

Six Month Follow-Up(N=26)

Sel

f-P

erce

ived

Ab

iliti

es (

1=N

ot

able

/ 7=

Ver

y ab

le)

Ability to PLAN

Ability to IMPLEMENT

Ability to EVALUATE

Specif ic Abilities Scale

No changes in self-perceived ability was observed from post-training to 6 month follow-up

No differences found between high and low intensity groups

Participants in the high-intensity TA group reported more improvement on training tasks than the low-intensity group

Engaged participants reported more improvement in training tasks than unengaged participants at six months

However, the engaged participants already had greater self-perceived abilities before the TA component

Participants who were engaged in the TA fared better than participants who were not engaged at six months follow up.

BUT, most of the differences between engaged and unengaged participants preceded the TA intervention.

The results say more about who was inclined to participate in TA than they do about the impact of the TA component on the outcomes we measured.

Full-day, interactive, skills-based training with small groups (fewer than 12) can be very effective!

Brief TA that is one-size-fits-all is unlikely to contribute very much to outcomes, particularly if it follows training that was already effective.

Don’t throw in the towel on TA though! Need to test tailored TA programs under other conditions.

One size DOES NOT FIT ALL!

Conduct a brief needs assessment among training participants to identify and select appropriate participants of a follow-up TA program.

Develop individualized TA goals and objectives for each participant.

Develop an individualized TA plan for each participant to meet their goals.

Schedule TA proactively, rather than waiting to be asked for assistance.