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Utilizing Program Evaluation to Identify and Promote
Transformational Change Initiatives
AASA-NCPEA-CWC 2014 Nashville, TN
February 13, 2014
Dr. Nick Osborne, Dr. Marleis Trover, Dr. John Dively, Dr. David Grace EASTERN ILLINOIS UNIVERSITY
At various times, school districts need to distinguish worthwhile programs, initiatives and courses from ineffective ones and launch new programs and or courses or revise existing ones so as to achieve certain desirable results.
What Is Program Evaluation?
Evaluation means asking good, critical questions about programs to improve programs and help them be accountable for the wise use of resources…i.e.. Time, Money etc.
What does Evaluation mean to
you?
JUST…..NOT ENOUGH
TIME
Drug Education
Neighborhood Schools
Non Graded Primary
Block Scheduling
Non Traditional Curriculum
After School Programs
Worthy or Wasteful??
Looping
Middle School
Summer School
Advisory Councils
Expanded Internships
Legal Seminars
QUALITY REVIEW
Policy Centers
Satellite Cohorts
Reorganization Studies
Mentoring
Expanded Interns
FILTER
FILTER
TIME IS PRECIOUS
Administrative Roundtables
Getting Started: Essential Questions
• Why do you want to evaluate the program?
• Who will use the results?
• How will they use the results?
• Clearly identify the Program/Course/Activity? What does it include? Exclude?
• How much time and money do you have for the evaluation?
Uses of Program Evaluation •Instrumental or allocated uses
direct use of evaluation to make decisions or changes
•Persuasive uses
persuade funders of program’s success
•Conceptual uses
to shape the thinking of the policy-shaping community
•Symbolic uses
used for other than that for which it may have been
intended. (showing the public that evaluation IS being
done)
“I think you should
be more explicit
here in Step Two.”
A common problem is that activities and strategies
often do not lead to the desired outcomes. Check
your ‘if-then’ statements and ensure that they
make sense and lead to the outcomes you want to
achieve.
The Malcolm Baldrige Model makes the connections more EXPLICIT.
Collecting the Data
CHECKING THE LEVEL OF PERFORMANCE
Program Evaluation Questions !!!
1. Why do we have the program,
course, activity?
2. What needs do we have that the
program/course is meeting?
3. What “burning” question do we
want answered by this program?
4. What will we have to give up during
the day to implement the program? 11
Program Evaluation Questions !!!
5. What TIME for the instructional
staff, etc., is involved?
6. What COSTS are involved?
7. Will it cause political or inter
district/community controversy?
8. Can we foresee any unintended
outcomes?
12
Program Evaluation Questions !!!
9. What might be some downsides to the
program?
10. What data do we need to collect along
the way? Who will do what? and when?
11. How will we know we achieved our
goal?
12. Will we keep, delete, or revise the
program, course or activity? 13
LLT Training
• "Change is hard because people
overestimate the value of what they have—and…
underestimate the value of what they may gain by giving that up."
Change….
James Belasco and Ralph Stayer
Flight of the Buffalo (1994)
LLT Training
Data Collection
What data? Collection Method? Who Collects?
Analysis
Where are we? What have we learned?
Disposition
How do we feel about it?
Targets and Vision
Where do we desire to be? Change What?
Action Plan
What are we going to do about it?
Evaluation
Is it working? Do we need to realign and redirect?
Components in Change Management
LLT Training
Managing Change
The road to performanceexcellence
Where Are We?
Where Do We want
(Need) To Be?
How Are We Going
To Get There?
Data Collection
and Analysis
VISION & Targets
Strategies
How Do We Feel About It?
Disposition
DISPOSITIONAL DIALOGUE GROUP
PURSUE THE CHANGE!
DO NOTHING!!
SPIN ZONE!!
MANAGING THE DISCUSSION REGARDING CHANGE
RESULT
The skills used by the leader (s) to facilitate a positive Dispositional Dialogue is the catalyst that guides visioning for improved conditions.
Wise leaders utilize and partner with the persuasive members of the group!
The Opinion Leaders!!
RESISTANCE FORMULA
*Formula adapted from Beckhard and Pritchard (1992), Changing the Essence.
A X B X D
SUCCESSFUL CHANGE = R
A = Degree of dissatisfaction with the present situation
B= Desire for a new situation
D= Practicality of the change effort
R= Resistance (Cost and Pain of Change)
A x B x D SUCCESSFUL CHANGE = R
In Order For Change To Be Successful..
There Must Be:
A Enough Shared Dissatisfaction with the Status Quo.
B A Vision of How to Proceed.
D Thorough Knowledge of the First Steps for Moving
Ahead and the ability to proceed!
RESISTANCE FORMULA
Formula adapted from Beckhard and Pritchard (1992), Changing
the Essence
To help the stakeholders recognize there exists a need. (N )
To Foster a vision for the organization. (V)
To Facilitate the Dispositional Dialogue. (D)
To Assess the abilities and skills of the organization to pursue the change initiatives. (A)
To clearly understand the cost and the related pain of the proposed change initiative. (C/P)
Role of Leadership
The Path to Change*
N= Recognizing a Need
D= Disposition toward the Need
V= Having a Vision
A= Ability or Skills to Change
MUST BE GREATER THAN THE:
C/P = Cost and Pain of Change *Formula adapted from Beckhard and Pritchard (1992), Changing the Essence.
N+D+V+A> C/P
FORMULA
Application of Formula
• Need = Our 8th grade math scores are presently at the 48th percentile.
• Disposition= So What! Individual and Group
• Vision = To perform at the 70th percentile
• Ability = What is the capacity of our organization to reach the vision?
• Change = action which results in reaching the vision. What must we do differently?
N+D+V+A> C/P
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