The document discusses planning and conducting program evaluations. It covers: 1. Preparing data by coding, cleaning, and organizing it into a usable format. 2. Analyzing data through descriptive statistics, inferences, and univariate, bivariate, and multivariate analyses. 3. Reporting evaluation findings through written reports that include an abstract, introduction, methods, results, and conclusions. 4. Considering ethics, safety, legal issues, and stakeholder needs when implementing and reporting on programs.

1. Reflective Journal 9: Benefits and Dangers of Social Networks
Write a 3/4 to 1 page journal entry (300 to 500 words) in which
you:
1. Discuss two or three (2-3) benefits you or others have
experienced with social networks.
2. Discuss one or two (1-2) dangers you or others have
experienced with social networks.
3. Complete the page requirement.
4. Write with clarity, following mechanics and formatting
requirements.
The specific course learning outcome(s) associated with this
assignment are:
· Apply critical thinking skills to the analysis of issues
involving mass media and society.
· Analyze ways in which different types of media content reflect
and / or influence society’s attitudes and behaviors.
· Analyze various issues affecting the media business.
· Evaluate the effects of new forms of media (e.g., online
services) on social interactions.
· Write clearly and concisely about media and society using
proper writing mechanics.
Grading for this assignment will be based on answer quality,
and language and writing skills, using the following rubric.
Click here to view the grading rubric.
Data Analysis and Reporting

2. Chapter 15
Data ManagementIncludes coding, cleaning, and organizing data
into a usable format (preparing for analysis)
Coding – assigning labels so data can be read and understood by
a computer (e.g., 1=yes, 2=no)
Cleaning – values are valid and consistent (e.g., 1=true,
2=false, there should be no 3s); Also, need to deal with missing
data
Data AnalysisBegins with being able to identify the variables
Variables – a characteristic or attribute that can be measured or
observed (Creswell, 2002)
Types of variables: independent (controlled or cause or exert
some influence) and dependent (are outcome variables that are
being studied)
Also, the level(s) of data collected are importantNominal
OrdinalNumerical (interval and ratio)
Data Analysis (cont.)Descriptive statistics – used to organize,
summarize and describe characteristics
Inferential statistics – concerned with relationships and
causality to make generalizations about a population based on a
sample
AnalysesUnivariate (1 variable) Bivariate (2
variables)Multivariate (More than 2 variables)
Examples of Evaluation Questions Answered

3. Univariate Data AnalysesOne variable at a time
Summary counts (frequency distributions)
Measures of central tendency – e.g., mean, median, and mode
Measures of spread or variation – e.g., range, standard
deviation, variance
Bivariate AnalysesCan be non-statistical comparisonsExample
of non-statistical comparisons (eyeballing the data)
Male Female
Yes 35 62
No 50 46
Bivariate Analyses (cont.)HypothesesNull: statement of no
significant difference Type I error – rejecting the null
hypothesis when it is trueType II error – failing to reject the
null hypothesis when it is not true (accepting a false null
hypothesis)Level of significance (alpha level) – probability of
making a type I error; e.g., p<.01Alternative: opposite of the
null

4. Statistical significance – “refers to whether the observed
differences between the two or more groups are real or not, or
whether they are chance occurrences” (McDermott & Sarvela,
1999, p. 300)
Practical significance – measures the meaningfulness of the
program regardless of statistical significance
Bivariate Analyses (cont.)Statistical testsChi-square
(nominal/ordinal data)
t-test (numerical)Dependent (one group twice)Independent (two
groups once)
ANOVA (numerical) - means of ≥ 2 groups
Correlations (numerical) - strength of relationship)
Correlations
positive
negative
greater
Multivariate Data AnalysesAnalyses to study three or more
variables
Multiple regression - predicting by using several variables
(numerical)StepwiseLogisticGeneral linear
Application of Data Analyses Case #1

5. Application of Data Analyses (cont.)Case #2
Interpreting the DataHave objectives been achieved?Laws,
ideals, regulations, or ethical principles violated?Assessed
needs reduced?What was the value of accomplishments?Ask
others to provide judgment on failures, strengths,
weaknessesCompare results to other resultsCompare results to
expectations of performance or standardsInterpret in light of
evaluation procedures uses
Evaluation ReportingEvaluation report is presented to the
stakeholders
Evaluation report is essential and can provide the following:A
critical analysis of the resultsA tangible productEvidence that
program or materials were carefully developedA record of the
activitiesAssistance to others who may be interested in
developing a similar programA foundation for evaluation
activities in the future
Designing the Written ReportAbstract or Executive Summary
Introduction - program description; goals and objectives
Methods/Procedures
Results
Conclusions/Recommendation

6. Presenting DataTables and graphs can: 1) help illustrate certain
findings, 2)make reports easier to read, and 3) understand
findings, be self-explanatory
Use graphic displays that are appropriate for the
resultsHorizontal bar charts – focus attention on different
categoriesVertical bar charts – focus attention to change over
timeCluster bar charts – to contrast one variable from
othersLine graphs – to plot data and show trend dataPie charts –
to show distribution
How and When to Present the ReportPlanners/evaluators must
consider the logistics of presenting the evaluation findings;
should be discussed with decision makers
A few suggestions:Give key decision makers advanced
information of the findings
Maintain anonymity of individuals, institutions, and
organizations; use sensitivity to avoid judging or labeling;
maintain confidentiality according to wishes of administrators;
maintain objectivity (Windsor et al., 2004)
Choose ways of reporting that meet the needs of stakeholders
Increasing the Utilization of the ResultsPlan the study with
stakeholders in mindIf the program changes after the planning
stage, so should the evaluationFocus the evaluation on
conditions about the program that the decision makers can
changeReports should be written in a clear, simple mannerThe
decision on making recommendations should be based on how
clear the data areDisseminate the results to all stakeholders
using a variety of methodsIntegrate the evaluation findings with
other research and evaluation about the programProvide high-
quality research

7. Chapter 12
Implementation: Strategies and
Associated Concerns
Defining ImplementationThe act of converting planning, goals,
and objectives into action through administrative structure,
management activities, policies, procedures, and regulations,
and organizational actions of new programs” (Timmreck, 1997,
p. 328)
Setting up, managing, and executing a project (Keyser et al.,
1997)
Program diffusion - adoption, implementation, sustainability
(Bartholomew et al., 2006)
ImplementationPlanners need to be flexible when implementing
a program
Phases of implementation
Adoption of the program - a part of marketing (chapter 11)
Identifying and prioritizing the tasks to be completed
Establishing a system of management
Putting the plans into action
Ending or sustaining a program
Phase 2 - Identifying & prioritizing the tasks to be
completedMany tasks need to be completed when implementing

8. a program (e.g., reserving space, ordering equipment, etc.)
Tasks need to be identified and prioritized
Planning timetables and timelines can help with this process
Types of timetables and timelines: key activity charts
(McDermott & Sarvela, 1999), Task Development Timelines
(Anspaugh et al., 2000), Gantt Charts, PERT charts, & CPM
Task Development Timeline
Gantt Chart
Program Evaluation & Review Technique (PERT)
00
10
20
23
25
27
30
40
50
60
70
80
90
1 wk
1 wk
5 wks
1 wk
1 wk

9. 3 wks
0.5 wk
2 wks
1 wk
1 wk
3 wks
8 wks
3 wks
Time estimated 3 ways: optimistic (minimum possible time),
pessimistic (maximum possible time), & probabilistic (best
estimate time)
00. Start planning
10. Develop rationale
20. Needs assessment
23. Create instrument
25. Select sample
27. Collect & analyze data
30. Create goals/objectives
40. Create intervention
50. Pilot test
60. Identify & allocate resources
70. Marketing
80. Implement program
90. Evaluate (process, impact, & outcome)
Critical Path Method (CPM) or PERT/CPM
A
C
G
D
E
F
H

10. J
M
I
K
L
B
Items on critical path cannot be delayed without delaying the
program; time is important estimates are made for earliest &
latest start & finish times for each activity
A. Start planning
B. Develop rationale
C. Needs assessment
D. Create instrument
E. Select sample
F. Collect & analyze data
G. Create goals/objectives
H. Create intervention
I. Pilot test
J. Implement program
K. Identify & allocate resources
L. Marketing
M. Evaluate (process, impact, & outcome)
Phase 3 - Establishing a system of managementManagement –
“the process of achieving results through controlling human,
financial, and technical resources” (Johnson & Breckon, 2007,
p. 293)
“the efficient, satisfactory management of a health promotion
program is vital to its long-term success” (Anspaugh et al.,
2000, p. 124)

11. Phase 4 - Putting Plans into ActionMajor ways of putting plans
into action (Parkinson & colleagues, 1982)Inverted triangle
represents number of people involved
Pilot testing – trying the program out with a small group from
the priority population to identify any problems
Phased-in – limiting the number of people who are exposed then
gradually increasing the numbers; by offerings, by location, by
ability, by number
Total program – all in priority population exposed at same time
Putting Plans into Action
First Day of ImplementationAlso referred to as: program
launch, program rollout, or program kick off
Decide on a first day; consider launching to coincide with other
already occurring event (e.g., weight loss program and New
Year’s resolution)
Kick off in style
Seek news coverage, if appropriate
Consider a news hook; e.g., day in history
Special event; use of celebrities
Phase 5 - Ending or Sustaining a ProgramHow long to run a
program
Ending?Goals and objectives met?Resources available?Need to
re-focus?
Sustaining?Work to institutionalizeAdvocating for the
programPartnering with othersRevisiting and revising the
rationale

12. Concerns Associated with ImplementationSafety & Medical
ConcernsMost programs are to improve health, thus do not put
participants in danger
Informed consentExplain nature of programInform participants
of risk and discomfortExplain expected benefitsInform of
alternative programsIndicate that they are free to discontinue
participation at any timeAllow participants to ask questions
Example Informed Consent Form
Concerns Associated with Implementation (cont.)Safety &
Medical Concerns (continued)Informed consent (waive of
liability or release of liability) do not protect planners from
being sued
Medical clearance signed by a physician
Ensure safety and healthProgram location; appropriate
securityBuilding codes met and facilities free from any
hazardsQualified instructorsPlan in case of emergency
Sample Medical Clearance Form
Checklist to Consider when Developing an Emergency Care
PlanDuties of staff...Staff members are trained...Participants
instructed what to do in an emergencyParticipants with high
risks are known to staffEmergency care supplies and equipment
are availableAccess to phoneStanding orders are availablePlan

13. to notify othersResponsibility for transportationInjury
(incident) report formUniversal precautionsResponsibility for
financial costsEmergency plan is approved Emergency plan is
reviewed and updated regularly
Concerns Associated with Implementation (cont.)Ethical
IssuesWhere competing values are at play and judgment must be
made on what is the most appropriate course of action
Code of Ethics for the Health Education Profession to guide the
work of health educators; highest standards
The Belmont Report: Ethical Principles & Guidelines for the
Protection of Human Subject ResearchRespect for
personsBeneficence – maximizing benefits and minimizing
harmJustice – fairness
Concerns Associated with Implementation (cont.)Legal concerns
Negligence – failing to act in a prudent (reasonable)
mannerOmissionCommissionReducing liability – key to
avoiding liability Aware of legal liabilitiesQualified
instructorsGood judgmentInformed consentMedical
clearanceLimit work to expertiseSafe environmentInsurance
Concerns Associated with Implementation (cont.)Program
Registration & Fee Collection – need a system
Procedures for Recordkeeping – HIPAA; anonymity/
confidentiality
Procedure and/or participants manuals – 1) make sure all
understand, 2) standardize, avoid Type III error (failure to
implement intervention properly), 3)ideas for facilitation, 4)
provide additional background information, and 5) provide

14. additional resources
Concerns Associated with Implementation (cont.)Training of
facilitators – if it is not possible to hire qualified instructors,
may need to train
Dealing with problems – try to anticipate
Reporting and documenting – for 1) accountability, 2) public
relations, 3) motivation of participants, 4) recruitment of new
participants
Class Activity – Informed ConsentDevelop an informed consent
form for college freshmen to participate in a 12 week exercise
program.