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Transcript of Merrill Area United Way Outcomes Training (Part 2) Art Lersch Associate Professor Community Resource...
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 [email protected]