This document discusses evaluation post-mortems, which are formal analyses of the successes and failures of an evaluation project. They involve bringing all stakeholders together to discuss lessons learned from the evaluation process. The discussion includes general questions about what went well and what could be improved, as well as evaluation-specific questions about the design, methods, stakeholder participation, and use of findings. Conducting post-mortems is seen as a way to add to the knowledge base for improving future evaluations.
Nine keys to successful delegation in Project Managementmrinalsingh385
Project Management Professional (PMP®) certification has been ranked the number 1 certification and is globally acknowledged as a standard for demonstrating your experience, education and ability to lead complex projects as project managers. It also helps you get a better salary.
The real question is why is managing projects so hard? The Project Management processes are well defined, well documented, mature, and available to anyone anywhere. But we still seem to think, or at least make the claim that “managing projects” requires some type of special skill, requiring processes not found in these standard approaches.
importance of resources allocation in formal method of software engineering ...abdulrafaychaudhry
Project management is a very wide area of work, particularly in business. It covers many different topics which can be broken into even smaller particles. Work of a project manager is not only about giving people orders and telling them what to do. Many people limit their work of a project manager to supervising their employees and making sure everyone meets their deadline. But a good project manager knows it’s more than that.
Resource allocation in project management is one of those particles which make work of a good PM effective and significant. And even though it may seem simple, it is actually crucial in delivering a great project.
Resource allocation in project management is concerned with creating a plan which can help achieve future goals. There are many resources which have to be allocated when managing a project, beginning from budget to equipment and tools, to data and the project’s plan.
How To Allocate Resources
Resource allocation in project management is so important because it gives a clear picture on the amount of work that has to be done. It also helps to schedule ahead and have an insight into the team’s progress, including allocating the right amount of time to everyone on the team.
Resource allocation allows to plan and prepare for the project’s implementation or achieving goals. It is also possible to analyze existing threats and risks to the project.
But above all, resource allocation in project management helps to control all the workload. This, as a result, contributes to team’s effectiveness at work and what follows later is a satisfying and exhaustive project.
Most projects start out as great ideas. But, somewhere along the way, project management mistakes are made, communication breaks down, and, most projects—70% of them— end up late, over budget, and on the way to the project dumpster. These 8 projects failed epically, but therein are contained project management lessons any smart manager can benefit from.
Nine keys to successful delegation in Project Managementmrinalsingh385
Project Management Professional (PMP®) certification has been ranked the number 1 certification and is globally acknowledged as a standard for demonstrating your experience, education and ability to lead complex projects as project managers. It also helps you get a better salary.
The real question is why is managing projects so hard? The Project Management processes are well defined, well documented, mature, and available to anyone anywhere. But we still seem to think, or at least make the claim that “managing projects” requires some type of special skill, requiring processes not found in these standard approaches.
importance of resources allocation in formal method of software engineering ...abdulrafaychaudhry
Project management is a very wide area of work, particularly in business. It covers many different topics which can be broken into even smaller particles. Work of a project manager is not only about giving people orders and telling them what to do. Many people limit their work of a project manager to supervising their employees and making sure everyone meets their deadline. But a good project manager knows it’s more than that.
Resource allocation in project management is one of those particles which make work of a good PM effective and significant. And even though it may seem simple, it is actually crucial in delivering a great project.
Resource allocation in project management is concerned with creating a plan which can help achieve future goals. There are many resources which have to be allocated when managing a project, beginning from budget to equipment and tools, to data and the project’s plan.
How To Allocate Resources
Resource allocation in project management is so important because it gives a clear picture on the amount of work that has to be done. It also helps to schedule ahead and have an insight into the team’s progress, including allocating the right amount of time to everyone on the team.
Resource allocation allows to plan and prepare for the project’s implementation or achieving goals. It is also possible to analyze existing threats and risks to the project.
But above all, resource allocation in project management helps to control all the workload. This, as a result, contributes to team’s effectiveness at work and what follows later is a satisfying and exhaustive project.
Most projects start out as great ideas. But, somewhere along the way, project management mistakes are made, communication breaks down, and, most projects—70% of them— end up late, over budget, and on the way to the project dumpster. These 8 projects failed epically, but therein are contained project management lessons any smart manager can benefit from.
Simple & Practical Project Management for Digital Marketing TeamsDigitangle
An introduction and overview of project management methodologies, and some quick tips to help manage your own time, improve communication and get things done in a digital marketing team.
Symposium 2016 : Workshop 104 Brain and LeadershipPMI-Montréal
This innovative, one-of-a-kind workshop will present some of the most recent findings about the brain together with implications for managing and leading employees. The workshop will challenge many current management practices by presenting relevant research on the social and emotional nature of the brain.
Biography
Robert has developed a reputation as a pioneer in using neuroscience-supported tools and processes that challenge current management practices that date back over 50 years.
Robert Paris is one of the first and very few professionals in Canada who have earned their Certificate in the Foundations of Neuroleadership from the Neuroleadership Institute led by Dr. David Rock. Robert has 35 years combined practical management and consulting experience that spans 5 continents. He has 15 years of results-oriented management experience at blue chip companies such as Johnson & Johnson and has an established track record of successfully designing and facilitating management, leadership, team-building and coaching programs that give organizations a long term, sustainable competitive advantage. Robert is an exceptionally engaging executive coach whose advice is highly valued by CEOs, other C-Suite executives, middle managers and first-time supervisors. Robert has 25 years teaching experience at McGill University. He currently lectures at McGill’s School of Continuing Studies and is certified in the Foundations of Neuroleadership, Points of You™ Leadership & Coaching, Whole Brain Thinking™ and Simplexity™ Complex Problem-Solving. Robert’s dynamic personality, business and academic experience and use of 21st century leadership and coaching tools place him among the leaders in corporate training and development programs.
Understanding the risks in enterprise project managementOrangescrum
Risks are a given for any initiative or enterprise across industries. No wonder, PMI has dedicated a detailed process around risk management as part of their PMP certification. Risk Management requires experience, thorough knowledge of your business, the projects you are dealing with and a lot of foresight. Read the full article: https://www.orangescrum.org/articles/
Rather than struggling with problems reactively, find out the ways on how to survive remote teams, deadlines and inadequate communication with ease. Get the complete guide here https://www.orangescrum.com/
In this presentation we will talk about effective ways, overview and concept of “Managing IT Projects”.
To know more about Welingkar School’s Distance Learning Program and courses offered, visit:
http://www.welingkaronline.org/distance-learning/online-mba.html
Simple & Practical Project Management for Digital Marketing TeamsDigitangle
An introduction and overview of project management methodologies, and some quick tips to help manage your own time, improve communication and get things done in a digital marketing team.
Symposium 2016 : Workshop 104 Brain and LeadershipPMI-Montréal
This innovative, one-of-a-kind workshop will present some of the most recent findings about the brain together with implications for managing and leading employees. The workshop will challenge many current management practices by presenting relevant research on the social and emotional nature of the brain.
Biography
Robert has developed a reputation as a pioneer in using neuroscience-supported tools and processes that challenge current management practices that date back over 50 years.
Robert Paris is one of the first and very few professionals in Canada who have earned their Certificate in the Foundations of Neuroleadership from the Neuroleadership Institute led by Dr. David Rock. Robert has 35 years combined practical management and consulting experience that spans 5 continents. He has 15 years of results-oriented management experience at blue chip companies such as Johnson & Johnson and has an established track record of successfully designing and facilitating management, leadership, team-building and coaching programs that give organizations a long term, sustainable competitive advantage. Robert is an exceptionally engaging executive coach whose advice is highly valued by CEOs, other C-Suite executives, middle managers and first-time supervisors. Robert has 25 years teaching experience at McGill University. He currently lectures at McGill’s School of Continuing Studies and is certified in the Foundations of Neuroleadership, Points of You™ Leadership & Coaching, Whole Brain Thinking™ and Simplexity™ Complex Problem-Solving. Robert’s dynamic personality, business and academic experience and use of 21st century leadership and coaching tools place him among the leaders in corporate training and development programs.
Understanding the risks in enterprise project managementOrangescrum
Risks are a given for any initiative or enterprise across industries. No wonder, PMI has dedicated a detailed process around risk management as part of their PMP certification. Risk Management requires experience, thorough knowledge of your business, the projects you are dealing with and a lot of foresight. Read the full article: https://www.orangescrum.org/articles/
Rather than struggling with problems reactively, find out the ways on how to survive remote teams, deadlines and inadequate communication with ease. Get the complete guide here https://www.orangescrum.com/
In this presentation we will talk about effective ways, overview and concept of “Managing IT Projects”.
To know more about Welingkar School’s Distance Learning Program and courses offered, visit:
http://www.welingkaronline.org/distance-learning/online-mba.html
Pick 2 topics and discusstalk about the topics. No plagiarism wi.docxrandymartin91030
Pick 2 topics and discuss/talk about the topics. No plagiarism will use checker tool. Due in 24 hours. Please highlight each topic. Word count 100 each. Please put what chapter it is on.
Section III
Chapter Objectives:
After reading this chapter, you should be able to :
Apply the basic procedures of research
methodology for service research.
Identify and apply various quality research tools
and techniques.
Compare and contrast service quality external
awards and certifications.
Construct a research assessment using
appropriate quality tools and techniques.
Assess and improve a process properly using
quality techniques.
Research and Tools
Chapter 10
Terminology:
Affi nity Diagram
Baseline Measurements
Benchmarking
Brainstorming
Check Sheets
Control Chart
Cost–Benefi t Analysis
Cost of Error
Delphi Method
Diamond Rating
Fishbone Diagram
Flow Chart Diagram
Focus Group
Force-Field Analysis
Gantt Chart
Multi-voting
Pareto Chart
Poka-Yoke
Process Reengineering
Pros–Cons Sheet
Quality Assessment Tools and
Techniques
Root-Cause
Analysis
Scatter Diagram
Secret Shopper
Six Sigma
Star-Rating
Surveys
Survqual
182 Chapter 10 Research and Tools
Introduction
In the management of service, you will have to do much research. It isn’t usually formal
and you probably won’t be wearing a white lab coat. Th e term research means investigating,
thinking logically, and determining a solution. Quality tools are the vehicles for
doing just that. Tools are the keys to unlock the doors of mysteries. Th ey provide organization,
logic, clarity, and insight well past what the mind could do on its own.
Th is chapter is divided into three main sections. Th e fi rst discusses the foundations
of performing research. Th e second discusses the use of tools and techniques
used in the service industry. Th e third covers external awards and certifi cations common
to the hospitality industry.
Setting Up for Research
Research is anything but haphazard. It is a formal process. It is scientifi c. It follows a
set of steps that allow it to be standardized and critiqued for validity. In setting up for
research, there are criteria that need to be established to ensure a successful experiment.
We can refer to these casually as the why, what, who, and how of research
experiments (Figure 10.1 ). Th eir more formal labels and explanations are listed below.
Why:
Collect
Background
Information
What:
Determine What
to Measure
Who:
Choose the
Population
How:
Choose the
Method and
Measurement
FIGURE 10.1 The Why, What, Who, and How of Research.
WHY: COLLECT BACKGROUND INFORMATION
Collecting background information is crucial to any research. It identifi es areas of concern
that help to establish a starting point and build a case for the direction of future
investigation. Without it, you are guessing or ‘shooting in the dark’.
You can begin an analysis by asking questions such as:
■ Are you providing wants and needs?
■ What’s involved in your service?
■ What is good, what is bad, and what can be.
1
5
Innovation/Entrepreneurial Change Annotated Bibliography
Innovation/Entrepreneurial Change Annotated Bibliography
Baumgartner, J. (2013). Innovation Management. Retrieved from http://www.innovationmanagement.se/imtool-articles/the-basics-of-creative-problem-solving-cps/
This article discusses creative problem solving plus its procedure. This article states that creative problem is not just brainstorming in which a lot of people associate it with. J. Baumgartner states that creative problem solving is a simple procedure that breaks down the problem to really undersupplies it plus involves generating ideas to find a solution. There stand seven steps involved in this procedure: Clarify plus identify the problem (this is the most important step as it finds the real problem or goal), research the problem (this helps to get a better underutilizing), formulate creative challenges (this is a simple question that will encourage suggestions), generate ideas (brainstorming), combine plus evaluate the ideas (choose ideas that meet the criteria), draw up an action plan (use simple steps), do it! (implement the ideas). The end of this article states that if organizations fail to use the creative problem solving than the systems plus techniques normally fail.
Brpluss, R.F. (2017). Chief Executive. Retrieved from http://chiefexecutive.net/the-key-to-successful-innovation-is-proper-execution/
This article reviews how plus why proper execution is the key to successful innovation. The author explains how execution plus structure a culture of sustainable innovation is critical. Execution can be broken down into three parts comprised of big ideas, people, plus procedure. The big ideas portion consists mainly of promoting innovation, structure the proper culture, plus removing any barriers. The people portion is important because people related issues stand generally barriers to execution. A critical part of implementing innovation is acquiring plus keeping the right people. The proper people will help ensure all employees stand engaged plus contribute to innovation. Procedure is broken down into generating ideas, screening, testing, analysis, beta tests, product expansion technicalities, commercialization, plus post-launch review. The purpose of procedure is to make sure outcomes stand attained, plus the procedure is repeatable from beginning to end.
Dess, Gregory, Alan Eisner, G.T. Lumpkin, Gerry McNamara. Strategic Management: Creating Competitive Advantages, 7th Edition. McGraw-Hill Learning
Solution
s, 09/2013. Vital Book file.
This textbook discusses strategic management plus the competitive advantage. Chapter nine of this text discusses different tactics for motivating with rewards plus incentives plus how to measure it. It discusses what stand reward systems, the latent downside, creating effective reward plus incentive packages, plus setting up boundaries plus constraints. It also discusses reward systems as a way of organizational c ...
Active problem solving is a means to aid in the engagement of employees in the process of problem solving, that is auditable and visual to the entire workforce.
In this file, you can ref useful information about performance appraisal interviews such as performance appraisal interviews methods, performance appraisal interviews tips
Program Evaluation Studies TK Logan and David Royse .docxstilliegeorgiana
Program Evaluation
Studies
TK Logan and David Royse
A
variety of programs have been developed to address social problems such
as drug addiction, homelessness, child abuse, domestic violence, illiteracy,
and poverty. The goals of these programs may include directly addressing
the problem origin or moderating the effects of these problems on indi-
viduals, families, and communities. Sometimes programs are developed
to prevent something from happening such as drug use, sexual assault, or crime.
These kinds of problems and programs to help people are often what allracts many
social workers to the profession; we want to be part of the mechanism through which
society provides assistance to those most in need. Despite low wages, bureaucratic red
tape, and routinely uncooperative clients, we tirelessly provide services tha t are invaluable
but also at various Limes may be or become insufficient or inappropriate. But without
conducting eva luation, we do not know whether our programs are helping or hurting,
that is, whether they only postpone the hunt for real solutions or truly construct new
futures for our clients. This chapter provides an overview of program evaluation in gen -
eral and outlines the primary considerations in designing program evaluations.
Evaluation can be done informally or formally. We are constantly, as consumers, infor-
mally evaluating products, services, and in formation. For example, we may choose not to
return to a store or an agency again if we did not evaluate the experience as pleasant.
Similarl y, we may mentally take note of unsolicited comments or anecdotes from clients and
draw conclusions about a program. Anecdotal and informal approaches such as these gen-
erally are not regarded as carrying scientific credibility. One reason is that decision biases
play a role in our "informal" evaluation. Specifically, vivid memories or strongly negative or
positive anecdotes will be overrepresented in our summaries of how things are evaluated.
This is why objective data are necessary to truly understand what is or is not working.
By contrast, formal evaluations systematically examine data from and about programs
and their outcomes so that better decisions can be made about the interventions designed
to address the related social problem. Thus, program evaluation involves the usc of social
research meLhodologies to appraise and improve the ways in which human services, poli-
ci~s, and programs are co nducted. Formal eva l.uation, by its very nature, is applied research.
Formal program evaluations attempt to answer the following general ques tion: Does
the p rogram work? Program evaluation may also address questions such as the following:
Do our clients get better? How does our success rate compare to those of other programs
or agencies? Can the same level of success be obtained through less expensive means?
221
222 PART II • QUANTITATIVE A PPROACHES: TYPES OF STUD IES
What is the expe ...
Understanding the impact of correctly evaluating a project. Why do you need to evaluate and how do you evaluate to have an impact.
Consider the importance of evaluation and implications of not evaluating
• Understand the key concepts of evaluation
• Start to look at tools to help you
• Examine practical ways of measuring success
Visit: www.skillsforhealth,org.uk for more information.
Evaluation for researchers is an important tool in assessing the merit of public and charitable services that everyone can use, and identifying ways in which those services could be improved.
Dr Helen Kara, an evaluation research specialist, presents the key elements of good practice at each stage of the evaluation process, helping you to better understand your research.
To learn more about evaluation download Helen's eBook: Beginners’ Guide to Evaluation - http://bit.ly/1Kr0vsG
Nine Evaluation of TrainingLearning ObjectivesAfter readin.docxcurwenmichaela
Nine Evaluation of Training
Learning Objectives
After reading this chapter, you should be able to:
· ■ Describe the pros and cons of evaluation and indicate which way to go on the issue.
· ■ Explain what process evaluation is, and why it is important.
· ■ Describe the interrelationships among the various levels of outcome evaluation.
· ■ Describe the costs and benefits of evaluating training.
· ■ Differentiate between the two types of cost-effectiveness evaluation (cost savings and utility analysis).
· ■ Describe the various designs that are possible for evaluation and their advantages and disadvantages.
· ■ Define and explain the importance of internal and external validity (Appendix 9-1).CASE TRAINING DESIGNED TO CHANGE BEHAVIOR AND ATTITUDES1
The city of Palm Desert, California, decided to provide training to improve employees’ attitudes toward their work and to provide them with the skills to be more effective on the job. The two-day seminar involved a number of teaching methods, including a lecture, films, role-plays, and group interaction. Among the topics covered were conflict control, listening, communicating, telephone etiquette, body language, delegation, and taking orders. Throughout the two days, the value of teamwork, creativity, and rational decision making was stressed and integrated into the training.
Before the training was instituted, all 55 nonmanagement employees completed a paper-and-pencil questionnaire to measure both their attitudes toward the job and their perception of their job behaviors. Supervisors also completed a questionnaire assessing each of their employees. All 55 employees were told that they would be receiving the same two-day seminar. The first set of 34 employees was chosen at random.
The 21 employees who did not take the training immediately became a comparison group for evaluating the training. While the first group of employees was sent to the training, the others were pulled off the job, ostensibly to receive training, but they simply took part in exercises not related to any training. Thus, both groups were treated similarly in every way except for the training. Both groups completed attitude surveys immediately after the trained group finished training. Six months later, both groups completed self-report surveys to measure changes in their job behavior. Their supervisors also were asked to complete a similar behavior measure at the six-month mark.
The data provided some revealing information. For the trained group, no changes in attitude or behavior were indicated, either by the self-report or by supervisor-reported surveys. This result was also true (but expected) for the group not trained.
Was training a failure in the Palm Desert case? Would the training manager be pleased with these results? Was the evaluation process flawed? These types of issues will be addressed in this chapter. We will refer back to the case from time to time to answer these and other questions.RATIONALE FOR EVALUATION
Im ...
Workbook for Designing a Process Evaluation MoseStaton39
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Workbook for Designing a Process Evaluation .docxAASTHA76
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid .
Workbook for Designing a Process Evaluation MikeEly930
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
In this file, you can ref useful information about performance appraisal survey such as performance appraisal survey methods, performance appraisal survey tips
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Evaluation Post Mortems
Dissecting what went right or wrong and learning from it!
2. What’s a Post Mortem?
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A formal analysis of the success and failures of the
project to-date.
Findings are added to the general knowledge base for
future use.
3. Post Mortems in Practice
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Conducting post-mortems is a common practice in
business.
Appears to be less common in evaluation.
Very little written about evaluations that don’t work,
including why they don’t work.
- Fear of reporting failures?
4. Post Mortems in Evaluation
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What if we made post-mortems part of the
evaluation process?
- What would it look like?
- Where would it fit?
- Would it be beneficial?
- If so, why and how?
5. Post Mortems: The Process
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Two-step process:
1. Provide the persons involved a list of questions
about the evaluation that they think about and
respond to on their own.
2. Bring all persons together in order to share what
they thought and discuss lessons learned.
6. Who to Involve
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May depend upon where you are in the evaluation
cycle.
Ultimately want all stakeholders to weigh in.
Remember – about evaluation process – NOT
evaluation findings.
7. General Questions to Consider
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Are you/we proud of our finished deliverables
(project work products)?
- If yes, what's good about them?
- If no, what's wrong with them?
What was the single most frustrating part of the
evaluation?
How would you/we do things differently next time
to avoid this frustration?
8. General Questions Cont.
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What was the most gratifying or professionally
satisfying part of the evaluation?
Which methods or processes worked particularly
well?
Which methods or processes were difficult or
frustrating to use?
If you could wave a magic wand and change anything
about the evaluation, what would you change?
9. Evaluation-focused Questions
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Did our stakeholders, senior managers,
customers, and sponsor(s) participate
effectively? If not, how could we improve their
participation?
How accurate were our original estimates of the
time, cost, and other resources required of the
evaluation? What did we over- or under-
estimate?
Knowing what we know now, would we have
chosen the same type of evaluation design as the
one we used? If not, what could have pointed us
to a design that would have been better suited for
such a project?
10. Evaluation-focused Questions Cont.
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Were our evaluation questions the best ones, or
were there other questions we did not fully
explore with stakeholders, through our
evaluation, etc. that needed addressing?
How would we rate the quality of the data we
gathered and what could we have done to have
collected more convincing data for formative and
summative purposes?
Did our presentation of results highlight the data
so that stakeholders could make their own
interpretations or understand the ones we made?
What did we do to help stakeholders understand
and use the evaluation findings?
11. Further Notes on Post Mortems
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Separate from just following the program evaluation
standards post-mortems have a very formal outcome, the
identification of lessons learned.
Separate from a meta-evaluation as meta-evaluations are
themselves evaluations and not designed to identify
lessons learned, as much as to identify the value in the
evaluation that was conducted.
Also, for meta-evaluation to be viewed as unbiased, they
do need to be conducted by someone outside of the
original evaluation, whereas post-mortems are
specifically designed to engage the original evaluators.
