2. Learning OutcomesLearning Outcomes
• Aim – revision of evaluation and its
techniques
• Objectives –by the end of the lesson
you will be able to:
• Give a definition of evaluation
• Describe the different evaluation methods
• Consider which evaluation models and tools
would be appropriate for your dissertation
3. Chapter 3Chapter 3
This chapter should clearly articulate a systematic evaluationThis chapter should clearly articulate a systematic evaluation
plan of how the change will be measured, monitored andplan of how the change will be measured, monitored and
evaluatedevaluated..
• It should demonstrate a planned systematic evaluation of how the
change will be measured, monitored and audited.
• The methods of evaluation should be critically analysed with
reference to relevant evaluation theory.
• The proposed analysis of the evaluation data should include a
discussion of anticipated factors which may hinder or help the
process.
• A critical analysis of key factors identified in relation to self-
evaluation of the desired skills of a change agent.
4.
5. DefinitionDefinition
• ‘Evaluation is primarily concerned with
determining the merit, worth or value of an
established policy or a planned intervention’
Clarke (1999, p 3-4)
6. History & Emergence of different kindsHistory & Emergence of different kinds
of evaluationof evaluation
• Increase in funding from the government from the
1960s to remedy social problems – led to a huge
increase in evaluation methods being applied to
education, and health & social welfare programmes.
• There emerged three major approaches to
evaluation:
• Evaluation for Accountability
• Evaluation for Development
• Evaluation for Knowledge
7. Evaluation for AccountabilityEvaluation for Accountability
• Is about whether there is clear evidence that the
program or policy has ‘caused’ any discernible effects or
changes in outcomes – accountability is to those usually
external to the organisation, i.e. government sponsors
(Hall & Hall 2004, p32)
8. Evaluation for DevelopmentEvaluation for Development
• Development evaluation is committed to establishing a
close relationship between the evaluator and the
programme participants -its about human interactions,
and that the delivery of the program is the focus of the
evaluation
(Hall & Hall 2004, p33)
9. Evaluation for KnowledgeEvaluation for Knowledge
• Is about generating understanding and explanation – to
unravel complex interactions, explore the issues
underlying social problems and to examine the
appropriateness of program provision
(Hall & Hall 2004, p 34)
10. Evaluation Models used in EducationEvaluation Models used in Education
• Formative Evaluation
• Summative Evaluation
11. Why Evaluate?Why Evaluate?
• To determine in this instance if the planned implemented
change has been effective.
• ‘Evaluation has long been recognised as fundamental to
good practice’ (Green & South , 2006, p 4).
• ‘Evaluation also has a major role in protecting the public
from inappropriate or harmful practices’ (Green & South ,
2006, p 4).
12.
13. What am I evaluating?What am I evaluating?
• The process of
implementing a planned
change
• The outcomes of the
implemented planned
change -to determine if
the aims & objectives of
the intervention were met
• Your skills as a change
agent
14. Evaluation & ChangeEvaluation & Change
• Evaluation is integrally linked to the change process.
• Benefits of Evaluation -
• ‘…..identify important contributions that the inclusion of a planned
process of evaluation can make to the successful management of
change’ (Skinner, 2004, p6).
• ‘a planned, systematic and rigorous evaluation process as a key
part of successful change management’ (Skinner, 2004, p7).
15. Evaluation & ChangeEvaluation & Change
• Benefits of Evaluation
Allows for adjustments to the change process - by giving the
opportunity to reflect and analyse.
Can contribute to learning
16. Resistance to Evaluation & ChangeResistance to Evaluation & Change
• In some organisations there is resistance to systematic planned
evaluation (Doyle et al, 2000).
17. The Phases of EvaluationThe Phases of Evaluation
• Planning and design
• Gathering and analysing data
• Identifying findings
• Conclusions
• Recommendations
• Disseminating results
18. The Processes of EvaluationThe Processes of Evaluation
• Monitoring through
observation and
measurement
• Comparing data with
criteria for achievement in
implementation
19. Evaluation Models/ToolsEvaluation Models/Tools
• Discuss utilisation of model
used to Evaluate Change
Process, e.g. Carney (2002)
• A Reflective model could be
utilised to discuss Evaluation
of Self as a Change Agent
• Evaluation Tools - Audit could
be used
21. Audit/Evaluation ToolsAudit/Evaluation Tools
• For more information on the above do access the online learning
section for this module NM 6068 –ELibrary –scanned chapters
section, where you will find 6 scanned chapters on this subject.
• The session ‘Evaluation Strategies for Clinical Change’ outlines
specific strategies on how to evaluate. This session is led by Mary
Fisher-Morris, who is Head of the Research and Clinical Audit
Department, at The Countess of Chester NHS Hospital Foundation
Trust.
22. References/ResourcesReferences/Resources
• Clarke A (1999) Evaluation Research. London: Sage
• Doyle M, Claydon T & Buchanan D (2000) ‘Mixed results, lousy process: the
management experience of organizational change’. British Journal of Management,
11 (3): S59-S80
• Green J & South J (2007) Evaluation. Maidenhead: Open University Press
• I Hall & D Hall (2004) Evaluation and Social Research . Basingstoke: Palgrave
Macmillan
• Weiss CH (1998) Evaluation: Methods for Studying Programs and Policies. 2nd
edn.
Upper Saddle River, NJ: Prentice Hall
• The World Wide Evaluation Gateway http://www.policy-evaluation.org/
• Resources for Methods in Evaluation and Social Research
http://gsociology.icaap.org/methods/
• Skinner, D (2004) Evaluation and change management: rhetoric and reality. Human
Resource Management Journal, 14(3): 5-19
• The CAQDAS Networking Project http://caqdas.soc.surrey.ac.uk/
