The document provides an overview of understanding, measuring, and communicating impact. It discusses key concepts like impact, impact measurement, and intended and unintended outcomes. It also covers developing a theory of change to link activities to outcomes, assessing the appropriate strength of evidence needed, and using both qualitative and quantitative tools to measure impact. Common tools include surveys, scales, interviews and case studies. The document emphasizes selecting tools based on outcomes, resources, and evidence needs. It also stresses the importance of clearly articulating impact to different audiences through addressing what problem is being tackled and the evidence of what is being achieved.
This slideshare describes the Theory of Change approach to program planning and design. The Theory of Change approach focuses on the assumptions that underlie social innovations and compels the kind of focus on evaluation that can help social programs improve. Unlike logic models, which are often nothing more than lists of a activities and outcomes, Theories of Change allow for a focus on the links between activities and outcomes. In our view this makes the Theory of Change approach superior.
How identifying a theory of change can help you measure the success of your programs (and organization as a whole) and obtain funding to create social change.
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
Mentor’s Quality Assurance services provide guidance and tools to support local capacity building through developing and strengthening sustainable prevention networks at a local level. The alcohol and drug education review in Brighton and Hove not only allowed Mentor to work closely with schools to understand the current capacity and expertise, but also made links and developed strategies to strengthen communication and collaboration with other relevant actors within the community.
This slideshare describes the Theory of Change approach to program planning and design. The Theory of Change approach focuses on the assumptions that underlie social innovations and compels the kind of focus on evaluation that can help social programs improve. Unlike logic models, which are often nothing more than lists of a activities and outcomes, Theories of Change allow for a focus on the links between activities and outcomes. In our view this makes the Theory of Change approach superior.
How identifying a theory of change can help you measure the success of your programs (and organization as a whole) and obtain funding to create social change.
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
Mentor’s Quality Assurance services provide guidance and tools to support local capacity building through developing and strengthening sustainable prevention networks at a local level. The alcohol and drug education review in Brighton and Hove not only allowed Mentor to work closely with schools to understand the current capacity and expertise, but also made links and developed strategies to strengthen communication and collaboration with other relevant actors within the community.
The webinar, “Getting to Permanence: The Practices of High-Performing Child Welfare Agencies,” highlights the importance of prioritizing family relationships and ensuring children and teens in foster care have enduring connections to loving, nurturing adults in their lives.
A theory of change is a purposeful model of how an initiative—such as a policy, a strategy, a program, or a project—contributes through a chain of early and intermediate outcomes to the intended result. Theories of change help navigate the complexity of social change.
Drug Aware is an intervention providing schools with resources and support by involving “whole school communities”, which includes young people, parents/carers, teachers and other school staff, as well as partners such as drug services and the police.
A textbook must provide, first and foremost, information to assist the reader in better understanding the topic. Second, it ought to provide the information in a way that can be easily accessed and digested, and it needs to be credible. Textbooks
that have gone through multiple editions continue to improve as a result of reviewers’ comments and readers’ feedback, and this one is no exception. Looking back over the efforts associated with this Fifth Edition, the old wedding custom of “something old, something new, something borrowed, something blue” comes to
mind. We have built upon the solid foundation of previous editions, but then added “something new.” It almost goes without saying that we have “borrowed” from others in that we both cite and quote examples of program evaluation studies
from the literature. “Something blue” . . . well, we’re not sure about that. Those who have used the Fourth Edition might be interested in knowing what has changed in this new edition. Based on reviewers’ comments we have:
• Created a new chapter to explain sampling.
• Incorporated new material on designing questionnaires.
• Overhauled the chapter on qualitative evaluation. It is now “Qualitative and Mixed Methods in Evaluation.”
• Reworked the “Formative and Process Evaluation” chapter with expanded coverage on developing logic models.
• Added new studies and references; new Internet sources of information.
• Included new examples of measurement instruments (scales) with a macro
focus.
• Inserted new checklists and guides (such as ways to minimize and monitor for potential fidelity problems—Chapter 13).
• Revised the chapter “Writing Evaluation Proposals, Reports, and Journal Articles” to give it less of an academic slant. There’s new material on writing
executive summaries and considerations in planning and writing evaluation
reports for agencies.
• Deleted the chapter on Goal Attainment Scalin
Presentation by Simon Batchelor (IDS) on Theory of Change and Outcome mapping methodologies for intermediary work, given at a virtual workshop on M&E for I-K-Mediary Network members, March 30 2010.
This presentation highlights ways states can reduce the use of Another Planned Permanent Living Arrangement (APPLA) and improve permanency outcomes for older youth in foster care.
Issue #10: Mentoring: A Promising Intervention for Children of Prisoners
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
Searching for outcomes in rural Tanzania: Harvesting directly from those infl...John Mauremootoo
The benefits and challenges of using Outcome Harvesting to evaluate a short-term intervention are explored using the example of an 18 month social change project supported by the UK Department for International Development in Tanzania. The project was that was highly ambitious: it sought to influence changes in gender attitudes and behaviour of the general public in Tanzania. Challenges included the lack of outcome indications in project document and the lack of knowledge of outcomes among project personnel. Outcome Harvesting was adapted to allow the harvesting of outcomes using focus groups of those the project sought to influence directly. The concept of ‘proto-outcome’ was used for suggestions of attitude changes that may lead ultimately to behaviour changes. Substantiation of outcomes involved not only third parties but direct observation. The resulting descriptions of outcomes and the evaluation findings proved valuable for learning in the organisation, Search for Common Ground.
Parental, Provider, and Federal Policy Perspectives on Increasing Access to Early Childhood Care for Children in Homeless Situations. Credit:
- Chuck Kieffer, The Cloudburst Group
- Carie Bires, Ounce of Prevention Fund
- Marsha Basloe, Administration for Children and Families
The webinar, “Getting to Permanence: The Practices of High-Performing Child Welfare Agencies,” highlights the importance of prioritizing family relationships and ensuring children and teens in foster care have enduring connections to loving, nurturing adults in their lives.
A theory of change is a purposeful model of how an initiative—such as a policy, a strategy, a program, or a project—contributes through a chain of early and intermediate outcomes to the intended result. Theories of change help navigate the complexity of social change.
Drug Aware is an intervention providing schools with resources and support by involving “whole school communities”, which includes young people, parents/carers, teachers and other school staff, as well as partners such as drug services and the police.
A textbook must provide, first and foremost, information to assist the reader in better understanding the topic. Second, it ought to provide the information in a way that can be easily accessed and digested, and it needs to be credible. Textbooks
that have gone through multiple editions continue to improve as a result of reviewers’ comments and readers’ feedback, and this one is no exception. Looking back over the efforts associated with this Fifth Edition, the old wedding custom of “something old, something new, something borrowed, something blue” comes to
mind. We have built upon the solid foundation of previous editions, but then added “something new.” It almost goes without saying that we have “borrowed” from others in that we both cite and quote examples of program evaluation studies
from the literature. “Something blue” . . . well, we’re not sure about that. Those who have used the Fourth Edition might be interested in knowing what has changed in this new edition. Based on reviewers’ comments we have:
• Created a new chapter to explain sampling.
• Incorporated new material on designing questionnaires.
• Overhauled the chapter on qualitative evaluation. It is now “Qualitative and Mixed Methods in Evaluation.”
• Reworked the “Formative and Process Evaluation” chapter with expanded coverage on developing logic models.
• Added new studies and references; new Internet sources of information.
• Included new examples of measurement instruments (scales) with a macro
focus.
• Inserted new checklists and guides (such as ways to minimize and monitor for potential fidelity problems—Chapter 13).
• Revised the chapter “Writing Evaluation Proposals, Reports, and Journal Articles” to give it less of an academic slant. There’s new material on writing
executive summaries and considerations in planning and writing evaluation
reports for agencies.
• Deleted the chapter on Goal Attainment Scalin
Presentation by Simon Batchelor (IDS) on Theory of Change and Outcome mapping methodologies for intermediary work, given at a virtual workshop on M&E for I-K-Mediary Network members, March 30 2010.
This presentation highlights ways states can reduce the use of Another Planned Permanent Living Arrangement (APPLA) and improve permanency outcomes for older youth in foster care.
Issue #10: Mentoring: A Promising Intervention for Children of Prisoners
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
Searching for outcomes in rural Tanzania: Harvesting directly from those infl...John Mauremootoo
The benefits and challenges of using Outcome Harvesting to evaluate a short-term intervention are explored using the example of an 18 month social change project supported by the UK Department for International Development in Tanzania. The project was that was highly ambitious: it sought to influence changes in gender attitudes and behaviour of the general public in Tanzania. Challenges included the lack of outcome indications in project document and the lack of knowledge of outcomes among project personnel. Outcome Harvesting was adapted to allow the harvesting of outcomes using focus groups of those the project sought to influence directly. The concept of ‘proto-outcome’ was used for suggestions of attitude changes that may lead ultimately to behaviour changes. Substantiation of outcomes involved not only third parties but direct observation. The resulting descriptions of outcomes and the evaluation findings proved valuable for learning in the organisation, Search for Common Ground.
Parental, Provider, and Federal Policy Perspectives on Increasing Access to Early Childhood Care for Children in Homeless Situations. Credit:
- Chuck Kieffer, The Cloudburst Group
- Carie Bires, Ounce of Prevention Fund
- Marsha Basloe, Administration for Children and Families
Anne is Deputy Head of the Measurement and Evaluation at New Philanthropy Capital (NCP) and helps charities and funders to measure and communicate their impact. Her role includes developing tools and approaches for improving impact measurement for a wide range of organisations.
VAL was delighted to welcome Anne to present a workshop during our 2013 Future Focus Conference. Anne's workshop was all about helping charities tell a compelling story about what they do and the impact they have.
Specifically, Anne's workshop looked at the benefits of measuring impact, information about the 'theory of change process' to help charities understand what outcomes they are aiming to achieve, and helped groups start thinking about the type of data they need and how best to collect that data.
While the 2013 Future Focus conference is now over, VAL runs trainings and workshops year-round. If you'd like to learn more about training for your organisation, visit www.Valoneline.org.uk.
Delivered by Sally Bagwell and Lynn Simmonds NPC
Resource Social Impact Seminars
As part of the Cultural Commissioning Programme, New Philanthropy Capital (NPC) delivered a series of Social Impact Seminars aimed at arts and cultural organisations. These seminars took place in Birmingham, Leeds, Exeter, London and Peterborough between October and November 2016.
Many arts and cultural organisations need to show how their work contributes to social outcomes. These may be outcomes required by public service commissioners or outcomes wanted by funders.
These seminars aimed to help participants to identify, collect and interpret evidence which:
• Could be used to inform and influence funders and commissioners of their social impact
• Was realistic to collect, in keeping with the individuals and communities they work with
• Focus on current best practice and make use of existing research.
The Cultural Commissioning Programme runs until June 2016 and is funded by Arts Council England. It is delivered by NCVO in partnership with NPC (New Philanthropy Capital) and nef (New Economics Foundation).
Demonstrating the impact and value of your vcse organisation CANorfolk
Part of CAN's 2020 Annual VCSE conference. This interactive session is designed to help you understand how you can demonstrate the value of what your organisation does. Led by Jenny Potkins (NCVO) and Paul Webb (MAP & Centre for Youth Impact) this session introduced how you can articulate the difference your organisation makes, and some of the processes and tools you can use to measure that difference.
Impact practice in the third sector for public health practitionersCatherine A. Greaves
Sharing Impact Practice (outcomes measurement) from third sector (community & voluntary sector) wellbeing projects for public health mental health & alcohol interventions
We funded a formal academic evaluation to support Toynbee Hall’s Money Mentors Programme in Tower Hamlets, an initiative aimed at improving participants’ financial confidence, increasing their financial capability and reducing financial exclusion. Toynbee Hall is a community organisation that pioneers ways to reduce poverty and disadvantage. Based in the East End of London it has been a catalyst for social reform in the UK for almost 130 years giving some of the country’s most deprived communities a voice, providing access to free advice and support services and working to tackle social injustice.
Evaluation and Assessment for Busy ProfessionalsSara Rothschild
As higher education prevention professionals, we know how important it is to evaluate and assess our prevention efforts, especially when it comes to our efforts to address alcohol and sexual assault. But, between juggling multiple roles and competing demands, too often this important effort ends up falling off our plates.
EVERFI Senior Director of Impact and Education, Holly Rider-Milkovich shares new strategies for evaluating and assessing your prevention efforts when you’re short on time, resources, or both!
The Power of ABCD and Results-Based Accountability for Greater Impact and Res...Clear Impact
Asset Based Community Development (ABCD) is a place-based framework pioneered by John McKnight and Jody Kretzmann, founders of the ABCD Institute at Northwestern University. ABCD builds on the gifts (skills, experiences, knowledge, and passions) of local residents, the power of local associations, and the supportive functions of local institutions to build more sustainable communities for the future.
This webinar is for participants interested in discovering how the frameworks of Asset-Based Community Development and Results-Based Accountability can be used together to help build stronger, safer, healthier communities and neighborhoods. You will learn how to build the relationships and accountability necessary to unlock the gifts of the residents, associations and organizations in a community. During this webinar you will hear stories of effective impact through the power of Asset-Based Community Development and Results-Based Accountability.
Webinar topics include:
Introduction to ABCD and RBA – Definitions & Principles
Examples of ABCD and RBA in action
Why place-based strategies and community engagement are critical
The roles of residents in building a stronger community
The new role of institutions – How institutions can use all their assets to build a stronger community
Tools for agencies – Leading by stepping back
Asset Mapping – Discover-Ask-Connect – From Mapping to Mobilizing
Check out more videos and webinars on our website: https://clearimpact.com/resources/videos/
Improving and Demonstrating Impact for Youth Using Qualitative DataDetroitYDRC
This workshop provided an overview of how to use qualitative data for improving and demonstrating the impact of youth development programs. Tips for collecting, analyzing and using qualitative data are provided. Examples of creative ways to visualize qualitative data are also shared.
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Introduction
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These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
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These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
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Study Resources:
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2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
3. NPC: TRANSFORMING THE CHARITY SECTOR
3
NPC works at the
nexus between
charities and
funders
Charity
SectorFunder
Increasing the
impact of charities
eg, impact-focused
theories of change
Strengthening the
partnership
Eg, collaboration
towards shared
goals
Increasing the
impact of funders
eg, effective
commissioning
Consultancy
Think tank
4. WHAT IS IMPACT MEASUREMENT ANYWAY?
4 4
• What is impact?
– The overall difference an organisation,
programme or intervention makes
• What is impact measurement?
– Planning, managing, tracking and reviewing
how much difference you are making
5. IMPACT: POSITIVE, NEGATIVE, INTENDED,
UNINTENDED COMPONENTS
5
Positive Negative
Intended
School programme that
improves educational
attainment
Campaigns against
multi-national
corporations hurts
shareholder profits
Unintended
School programme improves
parents’ integration in UK
Welfare payments
create poverty traps /
dependency
7. NPC – Measuring your impact.: Introductory Workshop for Charities 7
7
Tracker 1 Tracker 2 Tracker 3 Tracker 4
WHERE TO BEGIN
Why are we measuring?
Alice: "Would you tell me, please, which way
I ought to go from here?"
Cheshire Cat: "That depends a good deal on
where you want to get to."
Alice: "I don’t much care where."
Cheshire Cat: "Then it doesn’t matter which
way you go."
8. 8
Enable people with mental illness or epilepsy to
live and work successfully in their own communities.”
“Make sure the best of the past is kept to enrich
our lives today and in the future.”
“Relieve distress, mobilise personal resources and
facilitate growth in adolescents towards responsibility and
self-fulfilment.”
“…to help youth and their families to live, work, and study
with dignity, hope, and joy.”
“Transform the charity sector”
MISSIONS
9. COMPONENTS OF NPC’S APPROACH TO
MEASURING SOCIAL IMPACT
9
Strategic vision / goals A well-developed
Theory of
Change
Existing evidence Appropriate measurement tools
10. 1010
HOW TO LINK ACTIVITIES WITH LONG TERM
VISION
101010
• NPC approach: Use theory of change to identify
specifically what a charity hopes to achieve through its
activities, and come up with appropriate measures
• Takes more time than listing measures
• Common approach: list desired outcomes and put
appropriate measures against them
• Ignores distinction between a charity’s direct and indirect
influence
• Risks being a wish list that a charity finds too hard to
achieve
11. THEORY OF CHANGE
• Links activities intermediate outcomes final outcomes
– clarifies what the activities aim to achieve and how
– provides a structure for identifying what can be measured
– provides the case for why achieving intermediate outcomes is
important
11
A conceptual map of how activities lead to outcomes
12. CASE STUDY
Scenario
• Intensive drama
programme with
young people.
• Programme lasts a
year and frequency
and duration of
contact is high.
• New and untested
approach but
charity believes it
to be very effective.
• Want to generate
evidence to
illustrate this
effectiveness and
expand the
programme to
other locations.
Young
people take
part in drama
workshops
focusing on
role play
Young people have
improved
communication skills
Young people have
more confidence to
seek help
Young people
have improved
behaviour
Young people learn
about different’
viewpoints
Improved
communication with
caregivers and
teachers
Young people get
the help they need
Young people learn
a new skill
Young people feel
better about
themselves
Programme using drama and theatre to improve communication skills and
behaviour of at risk youth
13. TIPS FOR DEVELOPING A THEORY OF
CHANGE
13
• Get the views of lots of people—do you have the right people in your
workshop?
• Do intermediate and final outcomes reflect user experience?
• End goal—How will you know if it has been achieved?
• Backwards mapping—what has to happen for this to happen?
• Outcomes—are they actually outcomes? Are they all on there?
• Assumptions—are your causal links based on evidence or not?
• Enabling factors—what would derail your intervention?
14. COMMON PITFALLS
1. Including non-outcomes
2. Overcomplicating models
3. Over-claiming outcomes
4. Not following a logical flow
5. More than one outcome in the same box
6. Similar outcomes occur more than once
7. Outcomes not specific enough
14
16. HOW ROBUST DOES EVIDENCE OF YOUR
IMPACT NEED TO BE?
• What do your target
stakeholders (funders?) think?
• What is possible, given
resources etc?
16
17. LEVELS OF EVIDENCE
17
Randomised
control trial
Anecdotes /
quotes
Before and
after survey
Self-reported
change
Case
studies
Control
groups
Credibility
Basic Advanced
Nesta level 1 Nesta level 2 Nesta levels 3, 4, 5
18. LEVELS OF EVIDENCE: EXAMPLE
18
The Brandon Centre provides
counselling and psychotherapy to
young people between the ages of 12
and 21
The Brandon Centre provides counselling and psychotherapy to young people
between the ages of 12 and 21
Level two
• The centre routinely carried before and after assessments
Moving to level five
• Results showed poor outcomes and early drop out for young people with
behavioural problems
• Reviewed evidence on effective interventions and found MST
Needed to show that:
• MST is more effective than current YOT services at reducing behavioural
problems and youth offending
19. LEVELS OF EVIDENCE: EXAMPLE
19
The Brandon Centre provides
counselling and psychotherapy to
young people between the ages of 12
and 21
Level five
• A randomised control trial was needed to answer these questions
• Recruited young offenders on a referral or supervision order
• Young people randomly allocated to two groups: MST or usual YOT services
Young
people
YOT
usual
service
MST
Random
allocation
20. 20
• Before and after assessments and young person’s offending history recorded
• At two year follow up, MST group showed significantly greater reduction in
offending and problem behaviours
• Expansion of MST to other LA’s as a commissioned service
LEVELS OF EVIDENCE: EXAMPLE
20
The Brandon Centre provides
counselling and psychotherapy to
young people between the ages of 12
and 21
Before
measure
After
measure
MST
Before
measure
After
measure
YOT usual service
22. QUALITATIVE OR QUANTITATIVE DATA OR
BOTH
To be informed by…
• the outcomes you want to measure
AND
• How accessible are your users/beneficiaries/stakeholders?
– How easy is it to get a representative sample? (for quant data)
– How easy is it for respondents to take part in research?
• How much time and resources do you have?
22
23. NO MAGIC RULE FOR SELECTING
APPROPRIATE TOOLS AND MEASURES
It depends on:
– ‘Fit’ between outcome and measure – will the data be meaningful?
– What is widely accepted?
– Cost / effort to collect, use, analyse data
– Cost/ effort from others to provide data
– Intensity and duration of programme
– Your appetite for rigour
• NPC preference for standardised measures that have been tested to robust
standards
23
24. TYPES OF QUANTITATIVE TOOLS & THEIR
USES
24
Type of tool
Measures
progress for
individuals
Aggregate
to show
change
Robust
measure of
change
Explain why
change has
happened
Admin. data ? ? ?
Case work tool (e.g.
Outcome Star)
?
Clinical tools
Scales (developed
by researchers)
?
Single questions ? ?
Hard outcomes
(e.g. statutory data)
25. TYPES OF QUALITATIVE TOOLS AND THEIR
USES
25
Type of tool
Measures
progress for
individuals
Aggregate to
show change
Robust
measure of
change
Helps explain
why change has
happened
Interviews ? ?
Observation ? ?
Focus groups
Ad hoc
feedback
? ?
26. CASE STUDY
Scenario
• Intensive drama
programme with
young people.
• Programme lasts a
year and frequency
and duration of
contact is high.
• New and untested
approach but
charity believes it
to be very effective.
• Want to generate
evidence to
illustrate this
effectiveness and
expand the
programme to
other locations.
Young
people take
part in drama
workshops
focusing on
role play
Young people have
improved
communication skills
Young people have
more confidence to
seek help
Young people
have improved
behaviour
Young people learn
about different’
viewpoints
Improved
communication with
caregivers and
teachers
Young people get
the help they need
Young people learn
a new skill
Young people feel
better about
themselves
Programme using drama and theatre to improve communication skills and
behaviour of at risk youth
27. 27
The charity prioritised improved communication skills, confidence and
behaviour as outcomes to measure
Recommendation:
• Use short standard scales to measure these outcomes, pre and
post participation in the programme. Follow up one year after they
finish the programme.
• Use academic research to evidence the links between
improvements in these outcomes and reduced risk of anti-social
behaviour.
• Use these pre and post questionnaires with a random sample of
50 young people as it has limited resources to measure everyone
it works with.
CASE STUDY
29. 71
COMMUNICATING YOUR RESULTS
Knowing your audiences
• Commissioners
• Trusts & foundations
• Major donors
• Beneficiaries
• Volunteers
• Media etc.
• Regulators
• Trustees
• Management team
• Staff
Funders
StakeholdersOrganisation
30. WHAT DO YOU NEED TO COMMUNICATE
Five key questions:
1. What’s the problem you’re trying to tackle?
2. What are you doing to address it? (your activities)
3. What does that achieve? (your outcomes)
4. How do you know? (your evidence)
5. How are you learning & improving?
30
31. 3131
RESOURCES
• Website dedicated to Theory of Change: http://www.theoryofchange.org/
• NPC’s report on Theory of Change: http://www.thinknpc.org/publications/theory-of-
change/
• A good website to look for measures and indicators:
http://wilderdom.com/tools/ToolsSummaries.html
• http://www.performwell.org/ A website where you can find outcomes and standardised
scales relevant to a range of human welfare services
• The innovation network’s logic model workbook:
http://www.innonet.org/client_docs/File/logic_model_workbook.pdf
• The Centre for What works (http://www.whatworks.org/) has an outcome portal where
you can browse different outcomes and their corresponding indicators.
• TRASI (http://trasi.foundationcenter.org/) has a database where you can search
different approaches to impact assessment.
• The resource page of the Inspiring Impact programme (coordinated by NPC in
partnership with 7 other organisations), which includes a list of measurement tools and
systems http://inspiringimpact.org/resources/
32. RESOURCES
• Survey question bank: A website where you can research widely used surveys and
single questions by theme or using key word searches. http://surveynet.ac.uk/sqb/
• A list of the most common psychological scales and questionnaires:
http://www.ull.ac.uk/subjects/psychology/psycscales.shtml
• Ritchie et al. (2003) Qualitative Research Practice – A Guide for Social Science
Students and Researchers. Sage Publications Ltd
• How to communicate your results: Hedley, S et al (2010) Talking about results. New
Philanthropy Capital. http://www.thinknpc.org/publications/talking-about-results/
• A Journey to Greater Impact: NPC report profiling six charities who radically improved
their approach to impact measurement: http://www.thinknpc.org/publications/a-journey-
to-greater-impact/
• NPC’s mapping of outcomes for social investment: a number of report mapping
outcomes in different charity sectors and outlining appropriate measurement tools:
http://www.thinknpc.org/publications/mapping-outcomes-for-social-investment/
• Bradburn et al. (2004) Asking questions: the definitive guide to questionnaire design.
Jossey-Bass: San-Francisco.
32 3232