During one of my first major evaluations, I asked the client if I could view the program’s curriculum. As I looked through it, I asked how often the curriculum is revised based on participant feedback.
The program had been around for some time, and while the client was consistent with evaluating the program and drawing out the positive feedback to share with funders, they hadn’t used the feedback to revise the actual program.
During another site visit for this program, I noticed that staff were familiar with certain aspects of the program, but not the program in its entirety, or who was responsible for what. Understandable when you’re dealing with newer versus more seasoned staff. Also, some staff were confused about the purpose of some activities and when each activity was supposed to take place.
I’ve always been of the mindset that, in order to create or revise data collection and analysis tools and processes, you need to have a general sense of program goals and how the program is supposed to function. This is important as staff will come and go. Also, there should be a process built in for revising the program so that it’s meeting the emerging needs of participants.
Similar to putting together a puzzle, it can be daunting to look at the multiple components of a program. Instead of working on the entire puzzle at once, focus on one section at a time so that it all comes together.
This activity is ideal for:
- Staff responsible for developing and overseeing the implementation of programs, services, and strategies
Here’s what you need:
- Your program’s logic model
- Your program curriculum
- Bonus: Your most recent program data that gives you insight about the program (compiled and synthesized data)
The process:
Typically with my Try This exercises, I lay out all the steps. For this exercise, I’m going to leave that up to you.
To frame it, there are three parts to this process. First, review your program’s goals and objectives. Second, look at your staff roles to assess 1) whether everyone currently connected to the program is being utilized in ways that align with the programs and objectives, 2) if those involved are utilizing their expertise, and 3) who is responsible for what. Third, review the program’s activities to assess if these activities currently align with the goals and objectives.
(Also, it should go without saying that “program” can also mean service, workshop, training, initiative, strategy, and so forth).
Here are some guiding questions (and feel free to add more):
Goals and Objectives
- Do the current program goals align with our organizational mission?
- Are the current objectives specific, measurable, and attainable based on the program’s current activities?
- Does the program have a logic model?
- Are we clear about the purpose of each activity, and does each activity lead back to overall programming goals?
- Have we clearly outlined the program’s process from beginning to end? (Think of this as like a timeline, starting from developing the program’s goals and objectives to evaluating the effectiveness of the program).
Staff and Volunteers
- Who is responsible for developing and revising the program curriculum, and when?
- Have we established when to review the program’s goals and objectives for revisions?
- Does everyone connected to the program understand its goals and objectives?
- Is everyone connected to the program utilizing their expertise?
Activities
- What are the program activities based on? (Example: Awareness raising, skillset building, behavior change, etc.)
- Do participants understand the purpose of the activities?
- Based on feedback, how are participants engaging with the activities?
As you reflect on these questions with your staff, make sure to develop a timeframe for returning back to these questions.
Key takeaway
A program’s structure is just as important as how many people show up for it. Ideally, a program should be developed in such a way that it can be packaged and dropped in various communities and still operate in the same way (while being adaptable to the needs of the participants). When we’re clear about a program’s purpose and everyone’s role, it’s easier to develop activities that are engaging. Try this process out and let me know how it goes for you.
Raise Your Voice: What strategies do you use to make your program clear to your staff and participants? Share below in the comments section.
