This document outlines a program logic model that includes the program goal, activities and objectives, resources, outputs, and outcomes. The program activities will be implemented to meet the overall goal. Resources include staff, facilities, equipment, volunteers, finances, and partnerships. Key actions like marketing, training, and partnership development will be taken. Measurable outputs include the number of people receiving services. Direct outcomes for participants include new knowledge, increased skills, improved employment status, and higher earnings.
This document discusses best practices and recent initiatives in performance management and measurement. It introduces fundamental concepts of excellence in performance, including adding value for customers, creating a sustainable future, and developing organizational capability. It also outlines models for strategic performance, expenditure performance, and management performance. Finally, it presents data from the OECD on core results related to trust in government, public sector efficiency in health and taxes, and citizen satisfaction with healthcare, education and judicial systems over time.
This document provides an overview of empowerment evaluation. It defines empowerment evaluation as an approach that aims to increase program success by providing stakeholders tools to assess planning, implementation, and self-evaluation and by mainstreaming evaluation as part of program planning and management. Key concepts of empowerment evaluation discussed include reflective practitioners, communities of learning, and using a critical friend. The document also outlines the three steps of an empowerment evaluation: defining the mission, taking stock of activities, and planning for the future. Examples of empowerment evaluation projects are also summarized.
This document discusses using outcomes and logic models to evaluate programs. It defines key terms like outputs, outcomes, indicators, and impacts. It emphasizes measuring outcomes over just outputs. A logic model is presented as a visual way to connect a program's resources and activities to its intended outputs, outcomes, and impacts. The document provides examples and has interactive activities for participants to develop the components of a logic model for their own program.
This document provides guidance on applying for a United Way grant by focusing a program proposal on outcomes. It instructs applicants to clearly describe what their program will do, how it will be done, and what results and changes in the target audience they expect to achieve. The document introduces the logic model as a framework to define inputs, activities, outputs, and short-term, intermediate, and long-term outcomes. It emphasizes starting with desired outcomes and indicators to measure success, and ensuring sufficient resources are allocated to achieve the proposed activities and outputs.
This document outlines the commissioning process for research proposals, including key timings to submit proposals against published criteria. It provides guidance on what makes a strong proposal, including demonstrating a well-planned methodology, appropriate resources, and relevance to the research framework. Successful proposals will also show expertise from research organizations and non-profit partners, evidence of collaboration and capacity to deliver impactful research that meets community needs. Top tips include providing strong evidence of need, real partnerships, and proposals that add value.
Ces 2013 - Doing Developmental Evaluation at the System LevelCesToronto
This document summarizes a developmental evaluation of the Drug Treatment Funding Program (DTFP), an initiative to change Ontario's addiction treatment system. The developmental evaluation aimed to bring evaluative thinking and help the program evolve through flexible methods like interviews and workshops. Key results included enhancements to evaluation practices, evidence-informed practices, and knowledge exchange across projects. Lessons learned include focusing on learning, developing relationships, providing rapid feedback, and ensuring redundancy. Lingering questions remain about fully evaluating system-level change initiatives.
The document discusses updates to YCH's performance management program, which is part of the organization's talent management strategy. It provides an overview of the project goals and timeline, outlines key assumptions that will guide the program design, and shares best practices for performance management programs. Managers and staff will be consulted on their needs and feedback during the design and implementation process, with the final program aiming to enhance performance through coaching, learning, and setting measurable goals aligned with organizational strategy.
This document outlines a program logic model that includes the program goal, activities and objectives, resources, outputs, and outcomes. The program activities will be implemented to meet the overall goal. Resources include staff, facilities, equipment, volunteers, finances, and partnerships. Key actions like marketing, training, and partnership development will be taken. Measurable outputs include the number of people receiving services. Direct outcomes for participants include new knowledge, increased skills, improved employment status, and higher earnings.
This document discusses best practices and recent initiatives in performance management and measurement. It introduces fundamental concepts of excellence in performance, including adding value for customers, creating a sustainable future, and developing organizational capability. It also outlines models for strategic performance, expenditure performance, and management performance. Finally, it presents data from the OECD on core results related to trust in government, public sector efficiency in health and taxes, and citizen satisfaction with healthcare, education and judicial systems over time.
This document provides an overview of empowerment evaluation. It defines empowerment evaluation as an approach that aims to increase program success by providing stakeholders tools to assess planning, implementation, and self-evaluation and by mainstreaming evaluation as part of program planning and management. Key concepts of empowerment evaluation discussed include reflective practitioners, communities of learning, and using a critical friend. The document also outlines the three steps of an empowerment evaluation: defining the mission, taking stock of activities, and planning for the future. Examples of empowerment evaluation projects are also summarized.
This document discusses using outcomes and logic models to evaluate programs. It defines key terms like outputs, outcomes, indicators, and impacts. It emphasizes measuring outcomes over just outputs. A logic model is presented as a visual way to connect a program's resources and activities to its intended outputs, outcomes, and impacts. The document provides examples and has interactive activities for participants to develop the components of a logic model for their own program.
This document provides guidance on applying for a United Way grant by focusing a program proposal on outcomes. It instructs applicants to clearly describe what their program will do, how it will be done, and what results and changes in the target audience they expect to achieve. The document introduces the logic model as a framework to define inputs, activities, outputs, and short-term, intermediate, and long-term outcomes. It emphasizes starting with desired outcomes and indicators to measure success, and ensuring sufficient resources are allocated to achieve the proposed activities and outputs.
This document outlines the commissioning process for research proposals, including key timings to submit proposals against published criteria. It provides guidance on what makes a strong proposal, including demonstrating a well-planned methodology, appropriate resources, and relevance to the research framework. Successful proposals will also show expertise from research organizations and non-profit partners, evidence of collaboration and capacity to deliver impactful research that meets community needs. Top tips include providing strong evidence of need, real partnerships, and proposals that add value.
Ces 2013 - Doing Developmental Evaluation at the System LevelCesToronto
This document summarizes a developmental evaluation of the Drug Treatment Funding Program (DTFP), an initiative to change Ontario's addiction treatment system. The developmental evaluation aimed to bring evaluative thinking and help the program evolve through flexible methods like interviews and workshops. Key results included enhancements to evaluation practices, evidence-informed practices, and knowledge exchange across projects. Lessons learned include focusing on learning, developing relationships, providing rapid feedback, and ensuring redundancy. Lingering questions remain about fully evaluating system-level change initiatives.
The document discusses updates to YCH's performance management program, which is part of the organization's talent management strategy. It provides an overview of the project goals and timeline, outlines key assumptions that will guide the program design, and shares best practices for performance management programs. Managers and staff will be consulted on their needs and feedback during the design and implementation process, with the final program aiming to enhance performance through coaching, learning, and setting measurable goals aligned with organizational strategy.
The document discusses updates to YCH's performance management program, which is part of the organization's talent management strategy. It provides an overview of the project goals and timeline, outlines key assumptions that will guide the program design, and shares best practices for performance management programs. Managers and staff will be consulted on the new program to gather input and feedback, with the goals of enhancing performance, supporting learning, and linking performance to organizational strategy.
The document is a workbook to help users develop logic models for their programs. It explains that a logic model is a tool that clarifies and depicts a program, showing the relationships between resources, activities, outputs and outcomes. The workbook provides guidance on developing each component of the logic model, including articulating the problem, goal, rationales, assumptions, resources, activities, outputs and outcomes. It emphasizes that a well-developed logic model can support program planning, management, communication, consensus building and fundraising.
SC CTSI Perspective on Planning, Evaluation and Tracking (PET) in an Academic...SC CTSI at USC and CHLA
Presentation by Melanie Funes, PhD, Director, Strategic Implementation, Associate Director, Research Development program at the Southern California Clinical and Translational Science Institute (SC CTSI).
The document discusses embedding structures for e-learning change at Nottingham Trent University. It outlines how the university developed an engagement process for an e-learning project using a customer value methodology to define success criteria. This included focus groups and a survey to capture stakeholder needs. A project structure was established including steering committees, testing groups, and working groups to develop policies and oversee technical integration. This process has now been institutionalized and was used to engage stakeholders in developing minimum online teaching standards.
The document discusses performance measurement and management in public organizations. It outlines four areas of performance measurement: 1) strategic performance which measures policy inputs and outcomes; 2) expenditure performance which measures productivity and effectiveness; 3) management performance which measures human resource management, objectives, and standards; and 4) service or program performance which measures activities, outcomes, and standards. Each area uses different indicators to assess performance.
Driving Digital Fluency, Kirsty Tonks, Shireland October 2013Wholeeducation
This document outlines plans to drive digital fluency across an academy. It discusses refining appraisal and CPD processes to improve teaching quality, developing competencies in the curriculum, implementing flipped classroom methodology, and enhancing student support services. Metrics like homework completion rates and use of digital tools will evaluate progress. Leadership will conduct explicit monitoring of technology use through lesson observations, planning reviews, and monitoring key projects. The academy's Literacy for Life curriculum and collapsed timetable days reinforce digital literacy. Case studies show the positive impact of programs like the iFamilies project that use technology to engage families.
This document provides an overview of the Organizational Capacity Assessment (OCA) tool, including its history, purpose, process, and lessons learned from implementing it. The OCA is a collaborative, facilitated self-assessment that evaluates an organization's management systems against best practices. It is used to identify technical assistance needs, develop capacity building plans, and monitor progress. The assessment requires experienced facilitators and takes 2-2.5 days to complete. While it focuses on shorter-term outputs, using the OCA in conjunction with other tools can help measure longer-term organizational outcomes.
In Search of a Common Evaluation framework for Mentoring - Cloud ChamberBrightside
The document discusses developing a common evaluation framework for mentoring schemes. While mentoring schemes differ in their context, sector, target group, and delivery, they are similar in areas like recruitment, mentor training, management, and intended personal development outcomes. A common evaluation approach using a logic model could provide benefits like sharing best practices, validated research instruments, cost savings, and better communication of impacts. The logic model would standardize elements like the program's rationale, objectives, inputs, activities, outputs, outcomes, and impacts.
The document provides guidelines for evaluating driver education programs. It discusses the need to systematically evaluate whether such programs are effective in improving driving skills and safety. A key goal is to identify program strengths and weaknesses so they can be improved to maximize safety impacts. The guidelines outline a 5-step process for evaluations, including focusing the scope, selecting methods, developing a data collection plan, gathering and analyzing results, and interpreting findings to guide improvements. Comprehensive and ongoing evaluation is important for progressing evidence-based driver education.
Prosci Webinar Top Trends in Change Management presented by Being Human 190416Catherine Smithson
This document discusses trends in change management based on Prosci's research over 17 years involving 4500 participants. It provides an overview of Prosci's body of knowledge on change management and how the topics they research have evolved since 1998. The document then focuses on predicted top trends in change management over the next 5 and 2 years. For the next 5 years, it suggests increased integration with project management, continued maturation of the discipline, and development of internal change management capabilities. For the next 2 years within organizations, it sees increased awareness of need, more resources dedicated to change management, broader application of change practices, and greater use of structured methodologies.
The document discusses high impact initiatives at a university to improve operational systems, increase accountability, and strengthen communication. It identifies areas that previously lacked sustainability, accountability, and compliance. New initiatives include implementing standardized best practices, developing key performance metrics and monitoring tools, and providing regimented communication training. Graphs show admissions and career services performance improving after implementing goals, accountability, and tools like weekly flash reports and a run rate calculator. The document outlines 2015 projects to standardize policies, provide training, develop metrics, monitor benchmarks, and launch employer and student engagement initiatives.
The document discusses high impact initiatives at a university to improve operational systems, increase accountability, and strengthen communication. It identifies areas that previously lacked sustainability, accountability, and compliance. New initiatives include implementing standardized best practices, developing key performance metrics and monitoring tools, and providing regimented communication training. Graphs show admissions and career services performance improving after implementing goals, accountability, and tools like weekly flash reports and a run rate calculator. The document outlines 2015 projects to standardize policies, provide training, develop metrics, monitor benchmarks, and launch employer and student engagement initiatives.
Peter Hickey gave a presentation at LILAC16 in Dublin on March 22, 2016 about his university library's practices in supporting teaching and learning. Over the past few years, they have reframed the library's role, developed a new teaching and learning strategy, and implemented initiatives such as eLearning orientations, research skills workshops, and embedding librarians in academic programs. Hickey discussed what has been working well, including expert-led sessions and a teaching support menu, and ongoing challenges around workload balance, critical conversations, and demonstrating value to academic programs of varying sizes.
Presentation delivered by Robin McGregor, Director of Learning Enhancement at North East Scotland College, at the Scottish Learning Technology Network meeting on the 16th of March, 2018.
This document discusses evaluation use and its impact on organizational effectiveness. It defines monitoring and evaluation, explaining why evaluations are conducted and what constitutes evaluation use. The document then presents a case study of an evaluation of a youth entrepreneurship project in Uganda. Key recommendations from the evaluation were implemented, leading to the development of two new projects. Finally, the document discusses factors that influence evaluation use, including organizational culture and structure, evaluation quality, and external pressures. It concludes that involving stakeholders and allowing organizations to learn from failures can maximize evaluation use and its benefits for organizational learning and improvement.
Developing a Framework and Approach for Measuring Success MEASURE Evaluation
This document discusses developing a framework to measure the success of efforts to reposition family planning in priority countries. Interviews have been conducted with key informants and organizations. A draft framework has been developed with result areas and strategies/activities. The framework will be further developed through additional data gathering, including interviews with USAID missions and organizations. Key informants generally agree on the importance of putting family planning high on the policy agenda and mobilizing resources. The framework and indicators will be further developed and then validated through stakeholder review.
Innovation Network's own workbook on evaluation planning. Can be used alone or in conjunction with the Evaluation Plan Builder at the Point K Learning Center.
This document provides an overview of Academy 21, an educational program that aims to promote 21st century skills. It discusses Academy 21's approach to learning, which focuses on individualized education, technology integration, and community involvement. The summary also outlines how teachers will serve as advisors and facilitators, and how various tools like blogs, conferencing, and field experts will be used to support instruction and measure student growth.
An argument in favour of a DashBoard Theory in Monitoring and Evaluation in S...Emeka A. Ndaguba (MEX)
This document proposes a Dashboard Theory of Monitoring and Evaluation (DTME) for use in South African municipalities. It argues that current M&E models do not adequately focus on effectiveness and sustainability. The DTME would provide stakeholders with visual "at-a-glance" overviews of key performance indicators to facilitate improved service delivery, accountability, and transparency. It describes the elements and proposed design of the DTME model, and argues that its use could reduce corruption, improve living standards and service delivery, and increase community participation.
The document discusses the verb "to be" including its affirmative, negative, and interrogative structures. It provides examples of sentences using the verb "to be" and then prompts the reader to practice forming sentences in the affirmative, negative, and interrogative using common subjects.
This document contains a collection of texts in English on various topics for language learning purposes. It includes greetings and introductions, explanations of grammar concepts like the verb "to be", exercises practicing verb conjugations, sample dialogues, and suggestions of online resources for learners. The overall purpose is to provide sample materials that could be used in an English language classroom or independent study context.
The document discusses updates to YCH's performance management program, which is part of the organization's talent management strategy. It provides an overview of the project goals and timeline, outlines key assumptions that will guide the program design, and shares best practices for performance management programs. Managers and staff will be consulted on the new program to gather input and feedback, with the goals of enhancing performance, supporting learning, and linking performance to organizational strategy.
The document is a workbook to help users develop logic models for their programs. It explains that a logic model is a tool that clarifies and depicts a program, showing the relationships between resources, activities, outputs and outcomes. The workbook provides guidance on developing each component of the logic model, including articulating the problem, goal, rationales, assumptions, resources, activities, outputs and outcomes. It emphasizes that a well-developed logic model can support program planning, management, communication, consensus building and fundraising.
SC CTSI Perspective on Planning, Evaluation and Tracking (PET) in an Academic...SC CTSI at USC and CHLA
Presentation by Melanie Funes, PhD, Director, Strategic Implementation, Associate Director, Research Development program at the Southern California Clinical and Translational Science Institute (SC CTSI).
The document discusses embedding structures for e-learning change at Nottingham Trent University. It outlines how the university developed an engagement process for an e-learning project using a customer value methodology to define success criteria. This included focus groups and a survey to capture stakeholder needs. A project structure was established including steering committees, testing groups, and working groups to develop policies and oversee technical integration. This process has now been institutionalized and was used to engage stakeholders in developing minimum online teaching standards.
The document discusses performance measurement and management in public organizations. It outlines four areas of performance measurement: 1) strategic performance which measures policy inputs and outcomes; 2) expenditure performance which measures productivity and effectiveness; 3) management performance which measures human resource management, objectives, and standards; and 4) service or program performance which measures activities, outcomes, and standards. Each area uses different indicators to assess performance.
Driving Digital Fluency, Kirsty Tonks, Shireland October 2013Wholeeducation
This document outlines plans to drive digital fluency across an academy. It discusses refining appraisal and CPD processes to improve teaching quality, developing competencies in the curriculum, implementing flipped classroom methodology, and enhancing student support services. Metrics like homework completion rates and use of digital tools will evaluate progress. Leadership will conduct explicit monitoring of technology use through lesson observations, planning reviews, and monitoring key projects. The academy's Literacy for Life curriculum and collapsed timetable days reinforce digital literacy. Case studies show the positive impact of programs like the iFamilies project that use technology to engage families.
This document provides an overview of the Organizational Capacity Assessment (OCA) tool, including its history, purpose, process, and lessons learned from implementing it. The OCA is a collaborative, facilitated self-assessment that evaluates an organization's management systems against best practices. It is used to identify technical assistance needs, develop capacity building plans, and monitor progress. The assessment requires experienced facilitators and takes 2-2.5 days to complete. While it focuses on shorter-term outputs, using the OCA in conjunction with other tools can help measure longer-term organizational outcomes.
In Search of a Common Evaluation framework for Mentoring - Cloud ChamberBrightside
The document discusses developing a common evaluation framework for mentoring schemes. While mentoring schemes differ in their context, sector, target group, and delivery, they are similar in areas like recruitment, mentor training, management, and intended personal development outcomes. A common evaluation approach using a logic model could provide benefits like sharing best practices, validated research instruments, cost savings, and better communication of impacts. The logic model would standardize elements like the program's rationale, objectives, inputs, activities, outputs, outcomes, and impacts.
The document provides guidelines for evaluating driver education programs. It discusses the need to systematically evaluate whether such programs are effective in improving driving skills and safety. A key goal is to identify program strengths and weaknesses so they can be improved to maximize safety impacts. The guidelines outline a 5-step process for evaluations, including focusing the scope, selecting methods, developing a data collection plan, gathering and analyzing results, and interpreting findings to guide improvements. Comprehensive and ongoing evaluation is important for progressing evidence-based driver education.
Prosci Webinar Top Trends in Change Management presented by Being Human 190416Catherine Smithson
This document discusses trends in change management based on Prosci's research over 17 years involving 4500 participants. It provides an overview of Prosci's body of knowledge on change management and how the topics they research have evolved since 1998. The document then focuses on predicted top trends in change management over the next 5 and 2 years. For the next 5 years, it suggests increased integration with project management, continued maturation of the discipline, and development of internal change management capabilities. For the next 2 years within organizations, it sees increased awareness of need, more resources dedicated to change management, broader application of change practices, and greater use of structured methodologies.
The document discusses high impact initiatives at a university to improve operational systems, increase accountability, and strengthen communication. It identifies areas that previously lacked sustainability, accountability, and compliance. New initiatives include implementing standardized best practices, developing key performance metrics and monitoring tools, and providing regimented communication training. Graphs show admissions and career services performance improving after implementing goals, accountability, and tools like weekly flash reports and a run rate calculator. The document outlines 2015 projects to standardize policies, provide training, develop metrics, monitor benchmarks, and launch employer and student engagement initiatives.
The document discusses high impact initiatives at a university to improve operational systems, increase accountability, and strengthen communication. It identifies areas that previously lacked sustainability, accountability, and compliance. New initiatives include implementing standardized best practices, developing key performance metrics and monitoring tools, and providing regimented communication training. Graphs show admissions and career services performance improving after implementing goals, accountability, and tools like weekly flash reports and a run rate calculator. The document outlines 2015 projects to standardize policies, provide training, develop metrics, monitor benchmarks, and launch employer and student engagement initiatives.
Peter Hickey gave a presentation at LILAC16 in Dublin on March 22, 2016 about his university library's practices in supporting teaching and learning. Over the past few years, they have reframed the library's role, developed a new teaching and learning strategy, and implemented initiatives such as eLearning orientations, research skills workshops, and embedding librarians in academic programs. Hickey discussed what has been working well, including expert-led sessions and a teaching support menu, and ongoing challenges around workload balance, critical conversations, and demonstrating value to academic programs of varying sizes.
Presentation delivered by Robin McGregor, Director of Learning Enhancement at North East Scotland College, at the Scottish Learning Technology Network meeting on the 16th of March, 2018.
This document discusses evaluation use and its impact on organizational effectiveness. It defines monitoring and evaluation, explaining why evaluations are conducted and what constitutes evaluation use. The document then presents a case study of an evaluation of a youth entrepreneurship project in Uganda. Key recommendations from the evaluation were implemented, leading to the development of two new projects. Finally, the document discusses factors that influence evaluation use, including organizational culture and structure, evaluation quality, and external pressures. It concludes that involving stakeholders and allowing organizations to learn from failures can maximize evaluation use and its benefits for organizational learning and improvement.
Developing a Framework and Approach for Measuring Success MEASURE Evaluation
This document discusses developing a framework to measure the success of efforts to reposition family planning in priority countries. Interviews have been conducted with key informants and organizations. A draft framework has been developed with result areas and strategies/activities. The framework will be further developed through additional data gathering, including interviews with USAID missions and organizations. Key informants generally agree on the importance of putting family planning high on the policy agenda and mobilizing resources. The framework and indicators will be further developed and then validated through stakeholder review.
Innovation Network's own workbook on evaluation planning. Can be used alone or in conjunction with the Evaluation Plan Builder at the Point K Learning Center.
This document provides an overview of Academy 21, an educational program that aims to promote 21st century skills. It discusses Academy 21's approach to learning, which focuses on individualized education, technology integration, and community involvement. The summary also outlines how teachers will serve as advisors and facilitators, and how various tools like blogs, conferencing, and field experts will be used to support instruction and measure student growth.
An argument in favour of a DashBoard Theory in Monitoring and Evaluation in S...Emeka A. Ndaguba (MEX)
This document proposes a Dashboard Theory of Monitoring and Evaluation (DTME) for use in South African municipalities. It argues that current M&E models do not adequately focus on effectiveness and sustainability. The DTME would provide stakeholders with visual "at-a-glance" overviews of key performance indicators to facilitate improved service delivery, accountability, and transparency. It describes the elements and proposed design of the DTME model, and argues that its use could reduce corruption, improve living standards and service delivery, and increase community participation.
The document discusses the verb "to be" including its affirmative, negative, and interrogative structures. It provides examples of sentences using the verb "to be" and then prompts the reader to practice forming sentences in the affirmative, negative, and interrogative using common subjects.
This document contains a collection of texts in English on various topics for language learning purposes. It includes greetings and introductions, explanations of grammar concepts like the verb "to be", exercises practicing verb conjugations, sample dialogues, and suggestions of online resources for learners. The overall purpose is to provide sample materials that could be used in an English language classroom or independent study context.
The document provides instructions for grammar practice exercises involving subject-verb agreement and prepositions. For subject-verb agreement, learners are asked to identify the subject in sentences and select the correct verb form. For prepositions, learners are to circle prepositions, bracket prepositional phrases, and underline subjects. The exercises are intended to help with grammar skills like verb conjugation and identifying parts of speech.
This document provides examples of using contractions of the verb "to be" in both positive and negative sentences in English. It demonstrates the short form contractions like "I'm" and "she's" that are used in speaking and the long form without contractions like "I am" and "she is" that are used in writing. It includes exercises asking the reader to form sentences using these contractions in both affirmative and negative constructions.
The verb To Be, negativa e interrogativaIsabel Araujo
This document discusses the simple present negative and interrogative forms of the verb "to be" in English. It provides the negative contractions and full forms, examples of negative sentences, interrogative word order and sample questions, and affirmative and negative answer formats in English.
The document discusses the present and past forms of the verb "to be" in English. It provides the affirmative, negative, and interrogative forms of "to be" for the present and past tenses. It also notes that abbreviated forms such as "I'm", "'re", and "'s" are commonly used in conversation. For the past tense, the forms are only "was" and "were". It provides examples to complete using the correct form of "to be" in the present or past tense.
Issue 2: Effectiveness of Mentoring Program Practices.
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.
Issue 3: Program Staff in Youth Mentoring Programs: Qualifications, Training, and Retention.
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.
Best Practices in Nonprofit Impact Measurement , CNMGreenlights
The document discusses outcomes-based program evaluation and logic models. It provides an overview of outcomes-based evaluation, explains what a logic model is and its components, and outlines the steps to conduct an outcomes-based evaluation using a logic model. This includes developing a logic model, collecting and analyzing data, communicating findings, and using the results for continuous program improvement.
This document summarizes research on the effectiveness of different mentoring program practices. It presents a framework for evaluating evidence on program practices with different levels and strengths of evidence. Research suggests practices like structured mentor-youth activities, ongoing mentor training, clear meeting frequency expectations, and using mentors from helping professions can positively impact youth outcomes. However, more research is still needed to strengthen the evidence base on specific program practices. The document encourages practitioners to consider this research and ways to incorporate findings while also improving program evaluation.
This document summarizes research on the effectiveness of different practices used in youth mentoring programs. It presents a framework for evaluating evidence on program practices, which involves categorizing research studies based on their level of evidence and methodological rigor. The framework is then applied to analyze research on the effectiveness of pre-match training for mentors. While evidence is mixed, the framework can help mentoring programs make informed judgments about pre-match training and identify ways to strengthen the evidence base.
The webinar provided an overview of the Quality Mentoring Assessment Path (QMAP), a self-assessment tool for youth mentoring programs to evaluate their quality based on effective practice standards. It described the sections and benefits of the QMAP, announced two pilot projects for programs to test the tool, and outlined the steps for programs to register and participate in the pilots. The goal is to help programs improve their practices through self-reflection and technical assistance from the Mentoring Partnership of Minnesota.
The document provides guidance on building a successful mentoring program using the Elements of Effective Practice. It discusses defining the program's mission, goals and parameters; establishing an effective management team; implementing policies and procedures; and evaluating the program's process and outcomes to ensure quality and effectiveness. Key aspects include program design and planning, management, operations, and evaluation.
The document discusses the development of a performance measurement system for NAF Academies. It involves creating a self-assessment tool to help academies evaluate how well they implement the NAF model. Student data will also be collected through ConnectEDU to measure outcomes. Surveys of students, teachers, parents and employers will provide additional information. The goal is to establish standards and benchmarks, collect indicator data, and analyze and report data to help academies improve and evaluate the impact of the NAF program.
How Did WE Do? Evaluating the Student Experience CHC Connecticut
This webinar discussed evaluating student training programs at community health centers. It covered defining program evaluation and the evaluation process, which includes developing a written evaluation plan linked to the curriculum, collecting and analyzing data, and communicating results to improve the program. The webinar provided examples of evaluating different levels of a training program, from student satisfaction to behavioral changes to institutional results. Attendees were encouraged to partner with local university education experts and use a mix of qualitative and quantitative data from multiple sources and stakeholders to conduct a credible and useful evaluation of their student training program.
This document provides a summary of Phyllis Kay C. Stephenson's background and experience. It includes her education, which consists of a Bachelor's and Master's degree from the University of North Carolina at Greensboro in Social Work and Public Affairs. It then outlines her employment history from 2015 to 1977 in various leadership roles within nonprofit organizations, with responsibilities including strategic planning, program development, oversight of staff and operations, collaboration, and presentations/training. The document demonstrates over 35 years of experience in nonprofit management, social services, education, and consulting.
Building a Successful Mentoring Program: Orientation and TrainingMentor Michigan
Orientation and Training
This presentation focuses on the essential elements of a comprehensive orientation plan for mentors, mentees, and parents/guardians. Also, we will explore what should be included in the mentor training process, and the importance of these sessions to the success and duration of a match.
To download the Quality Program Standards and Checklist, please visit: http://www.michigan.gov/mentormichigan/0,1607,7-193--123108--,00.html
The recorded version of this webinar is available at: https://www2.gotomeeting.com/register/721534419
This document summarizes a workshop for school counselors on establishing peer helping programs. It reviewed examples of peer helping programs at different school levels and how to utilize peer helping in comprehensive school counseling plans. The workshop objectives were to inform counselors how to provide leadership in designing peer helping programs that are part of comprehensive school counseling programs and follow standards for peer helping. It discussed the roles of counselors in administering peer helping programs, providing training to peer helpers, and maintaining programs through ongoing evaluation.
This document summarizes a presentation about coaching for fidelity and sustainability in implementing programs and initiatives. It discusses key coaching features like building relationships and providing feedback. Coaching supports all stages of implementation from exploration to sustainability. Data on fidelity and outcomes helps coaching. The RENEW model is used as a case example, outlining its components, tools for coaching, and example outcome data. Coaching is presented as key to successful and sustained implementation.
This document provides a catalog of services offered by Confederation of Indian Industry related to Business Excellence. It includes training programs on business excellence assessment, awareness, and facilitation.
The catalog lists 12 services with codes and titles. The services provide training on concepts like the EFQM excellence model, RADAR framework for assessment, and using quality tools. The programs target various levels of management and aim to help organizations understand, implement, and improve their business excellence practices to drive performance excellence. Duration ranges from half day to 6 days depending on the program.
Jessica Weitzel presented “Finding and Incorporating Research to Increase Program Effectiveness” the training was sponsored by the After-School Network of Western New York [@asnwny] and held at the United Way of Buffalo and Erie County [@uwbec].
Susan Sledge has over 25 years of experience in career advising, employer relations, and business leadership. She is skilled in developing strategic partnerships, implementing new programs, and motivating teams. At her current role at Texas Christian University, she created an internship scholarship program that has awarded over $900,000 to 348 students.
What has Changing Lives Changed? Performance Improvement Change Programme - S...Iriss
Sandy Cameron, Chair, Performance Improvement Change Programme, Director of Parole Board, Scotland. What has Changing Lives Changed? 3rd March 2009. Aberdeen Exhibition and Conference Centre.
Similar to Quality Is A Verb: Improving Practice In Youth Programs (20)
What has Changing Lives Changed? Performance Improvement Change Programme - S...
Quality Is A Verb: Improving Practice In Youth Programs
1. Quality is a Verb:Improving Practicein Youth Programs Nancy Martin, Director, Capacity Building Initiatives National Youth Employment Coalition Raising the Bar 2009 Workforce Investment Network for Maryland November 6, 2009
2. This Session NYEC and the Promising and Effective Practices Network (PEPNet) PEPNet Quality Standards for Youth Programs Resources and Tools
3. National Youth Employment Coalition A network of over 250 organizations that improves the effectiveness of organizations that help youth become productive citizens Build Capacity of Youth Programs and Organizations Set and Promote Quality Standards Provide and Support Professional Development Track, Craft, and Influence Policy
4. PEPNet Promising and Effective Practices Network A system for enhancing the quality of youth programs that link young people to work and education to promote a successful transition to adulthood PEPNet Provides: Up-to-date information about what works from research and field-based practice A practical framework and user-friendly tools
5. Uses of PEPNet PEPNet tools and resources are used to: Assess program quality Learn about and implement quality practices Assess and document performance results Develop strategies for continuous improvement
6. Development of PEPNet Standards Began with a working group in 1995: Response to perception that nothing works Diverse professionals – direct service providers, researchers, policymakers, funders, TA providers Developed consensus on what works Periodically updated based on lessons from practice and research
7. PEPNet Since 1995 PEPNet Awardees – From 1996 to 2003, 96 programs nationwide received the PEPNet Award sponsored by the U.S. Department of Labor. Online Index of Quality Practicesand Profiles– NYEC highlights over 1000 Awardee practices. Working with Systems – NYEC has been using PEPNet with youth-serving systems like SDWP to help assess strengths and target technical assistance. PEPNet Accreditation – Based on the previous Award process and the work of major accreditation bodies, NYEC recently completed a pilot initiative to accredit quality youth workforce development programs.
8. Quality in Youth Programming How do we know if a youth program is working well?
9. PEPNet Framework Management for Quality Programmatic Approach Youth Development Competencies Focus on Youth Results
10. 1. Management for Quality Standards for program management that provide the foundation for program direction, systems, and operations Mission Financial ManagementLeadership Information ManagementStaff Continuous Improvement Performance Accountability Sustainability
11. 2. Programmatic Approach Standards for program design that address how the program is shaped, how the young person experiences the program, and how the pieces work together Target Youth Wrap-Around Support Environment and Climate Youth Engagement Instructional Approach Employer Engagement Collaboration Transition Support Individual Planning and Guidance
12. 3. Youth Development Competencies Standards for program offerings based on what youth need to know and be able to do to successfully transition to work and adulthood and how to help them gain those skills Working Academic Learning Connecting Leading Thriving
13. Focus on Youth Results Standards for program design that address how the program is shaped, how the young person experiences the program, and how the pieces work together Working Outcomes and Progress Measures Academic Learning Outcomes and Progress Measures Productive Engagement Outcomes Program-Specific Outcomes Youth Development Progress Measures
14. PEPNet Quality Self Assessment Conducted with a diverse group of stakeholders who rate an organization on each Indicator of each Standard Tool compiles results and provides composite report Determine areas for improvement
17. Quality Standards Resources Publications PEPNet Guide to Quality Standards for Youth Programs From Data to Results: The PEPNet Guide to Measuring and Improving Results in Youth Programs NYEC Education Development Network (NYEC EDNet)
20. For More Information: NANCY MARTIN Director, Capacity Building Initiatives National Youth Employment Coalition 1836 Jefferson Place, NW Washington, DC 20036 Tel. 202-659-1064 www.nyec.org