Notes: chapter management topics include officer duties and responsibilities, record-keeping, and annual reporting to the regional and national bodies; sorority image topics include appropriate attire at sorority events and acceptable behaviors in the campus environment; and membership requirements will cover inducting new members and monitoring current membership activity.
The confirmative evaluation identifies all stakeholders and their interests so that the training can focus its efforts on those known needs. The end result should be greater value to all parties involved.
Undergraduate chapters have increased their membership rolls significantly through the 2010-2011 sorority year, so it is expected that the attendance will be strong. Further, the training opportunity will help onboard these new members and instill sorority pride and ownership.
The responses will determine what future direction training will take: whether the training met the needs of all groups and should continue in its existing form; if there are additional training needs that the training did not address; if improvements should be made; if new programs are needed; or if training should stop altogether.
The first part of the matrix will involve undergraduate members, who will complete an online survey. This survey will identify their needs and the results will be discussed with the alumnae chapter. The survey results will be exported to an Excel file and forwarded to the alumnae chapter secretary for storage in chapter files. Interviews will also be conducted with select members as an additional data source. This qualitative measure will capture training needs in a more subjective way, highlighting what they really care about and what they want to see happen in their chapters. The written interviews will be saved to a Word file and forwarded to the alumnae chapter secretary for storage. The alumnae chapter advisors are the second group in the matrix. They are responsible for the undergraduate chapters’ adherence to policies and procedures and report chapter statuses at each monthly alumnae chapter meeting. These reports could also identify training needs. Together with reports from the Greek Affairs Office, the advisors, and the annual reports, the alumnae chapter can begin planning the most effective training possible. Once the plan is complete, the data collection can begin.
Final confirmative evaluation
By Tiffany Simmons Strayer University September 9, 2011
Executive Summary A confirmative evaluation is a means to ascertain program effectiveness and current and future needs. The following confirmative evaluation will detail what needs to be done and how. The goal is to create a effective, healthy program in which learners will obtain optimal learning outcomes.
Project Description-Introduction• The alumnae chapter of Alpha Beta Gamma Sorority devotes considerable time to training and grooming undergraduate members for leadership and good citizenship on their campuses.• What to teach and train them for and the cost-benefit of having done so is a consideration.• Every undergraduate member should complete training on sorority rules, regulations, customs, and operations as a prerequisite to completing activities and membership drives on their respective campuses.• The training is assurance that each members knows and understands everything they are being trained on so that they can follow them well and be prepared to communicate them, when appropriate.
Project Description-Type ofOrganization Alpha Beta Gamma is an incorporated non-profit organization under 501(c)3 regulations. Management style is cooperative and collaborative, with each paid, active member receiving one vote in national, regional, and local officer elections, where applicable. The national organization employs ten full-time staff members, including an executive director and a membership services coordinator. Alpha Beta Gamma is represented in all 50 states and over 20 foreign countries. In Kentucky, Alpha Beta Gamma has eight undergraduate chapters and two alumnae chapters. The local chapter, based in Lexington, KY, is responsible for training and development of four undergraduate chapters.
Project Description-Description ofTraining Training is held annually in the month of September. Undergraduate chapters rotate locations so that each can have a turn at hosting duties. The training covers chapter management, sorority image, and membership requirements. Goals of the training: sorority members will manage their chapters in an orderly, professional manner at all times; sorority members will project positive images on their respective campuses at all times; and sorority members will communicate and enforce membership requirements at all times.
Project Description-Description ofLearners Members are female students in non-management positions, although they may or may not hold an office in their chapters. Members will have 0-3 years of sorority experience and little to extensive knowledge in sorority rules, regulations, customs, and operations. Average age of learners is 18-22, with some learners preparing for graduation or will have graduated and looking to transfer into an alumnae chapter at a later date.
Project Description-Instructionaland Motivational Methods The instructor focused on creating an inclusive environment through icebreakers and introductions. To create the right attitude toward training, the instructor explained the purpose of the training and what learners can be expected to know as a result. To enhance meaning, the instructor encouraged sharing of experiences and expressing their concerns.
Project Description-Next Steps Soliciting feedback from participants to assess whether learning outcomes were achieved. The feedback will determine if additional training is needed and if targeted training for specific groups is best. Previous trainings were not conducted, but they will for all trainings going forward. This is to assure that the trainings meet the needs of all participants and continue to be effective.
Confirmative Evaluation Pre-Plan The purpose of the training is to assure that undergraduate members are receiving the current, most up-to-date information available. Alumnae chapter provides their time and expertise free of cost to all participants. Confirmative evaluation is needed to keep the quality of membership high and the integrity of the sorority intact.
Confirmative Evaluation Pre-Plan All stakeholders and their needs have been duly identified and addressed within the context of the training. The undergraduates want to improve their reputations on their respective campuses, increase their membership rolls, and learn more about the sorority’s rules, regulations, customs, and operations in order to be more effective on their campuses. The alumnae advisors want to see improved chapter management and operations throughout the course of the year. The alumnae chapter president (and possibly the financial offers) wants to know if the benefits of the training justify the cost. The campus advisor wants to know if the training results in improved reputation of the chapter on the campus and if the chapter’s operations have improved.
Confirmative Evaluation Pre-Plan,Cont’d Intended program duration is one year-from one training to the next. The program goals are clear and well-defined, achievable, align with business goals, and are critical to meeting organizational needs (Dessinger & Moseley, 2004). The budget for this event is not very large, as alumnae members use their own resources to conduct the training.
Assessment Tool Data will come from two sets of respondents-the undergraduate participants and the alumnae advisors and president-a total of thirty-seven respondents. They will offer feedback on the effectiveness of the training event and any suggestions for improvement. The questionnaire used will define survey objectives, identify sampling group, writing the questionnaire, administering the questionnaire, and interpreting the results (Stasko, 1997).
Assessment Tool Cont’d The objective of the questionnaire is to determine if training objectives were communicated clearly and met learning needs. Two groups will be sampled: the undergraduate chapter members and the alumnae chapter members. Both groups will have a separate set of questions relevant to their needs. The questionnaire will contain five questions, specifically geared toward their issues and concerns. These questions will be made available 24 hours after the conclusion of training online. The link will be emailed to each undergraduate and alumnae chapter and will stay open for seven days afterward. Afterward, the survey will be analyzed and results communicated to each group within seven days. The questionnaire helps research the effectiveness of undergraduate chapters in representing the sorority on their respective campuses. The evaluator must plan the training objectives in support of the questionnaires; otherwise, the survey will not do what it is supposed to do.
Matrix to Focus and Plan DataCollection The matrix to focus and plan data collection “helps the data collector stay focused on the intended evaluation outcome and evaluation question and is helpful for communicating with stakeholders” (Dessinger & Moseley, 2004). For the Alpha Beta Gamma Sorority, the matrix to focus and plan data collection will help the data collector communicate confidently and effectively with both trainees and alumnae chapter members. Everyone will understand their part in the plan and what is needed to make everything work.
Conclusion Confirmative evaluations are a means to assess the overall health and strength of an organization’s programs and services. For that reason, confirmative evaluations are time- intensive and are often omitted in favor of quicker assessment measures. However, confirmative evaluations are needed as part of a full-scope evaluation that will foster improve program outcomes and garner better results. Alpha Beta Gamma is committed to being the leading sorority for women on the campuses in which it is represented, and a confirmative evaluation is a way to help sorority members meet that goal.
References Dessinger, J. C. and Moseley, J. L. (2004). Confirmative evaluation: practical strategies for valuing continuous improvement. San Francisco, CA: Wiley. Stasko, J. (1997, Winter). Questionnaire Design. Georgia Tech College of Computing. Retrieved from http:// www.cc.gatech.edu/classes/cs6751_97_winter/Topics/quest / Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: a comprehensive guide for teaching all adults (3rd ed). San Francisco, CA: Wiley.