Week 4: Evaluating Program Effectiveness
Everything that can be counted does not necessarily count; everything that counts cannot necessarily be counted. —Albert Einstein

Quantitative methodology is the collection and analysis of numerical data. Qualitative evaluation methods, on the other hand, consist of grounded theory, case studies, and narrative analyses of characteristics and conceptual outcomes. Both methods are very important in the evaluation of the effectiveness of human services programs. Human services professionals have a variety of tools at their disposal to evaluate the effectiveness of human services programs, such as surveys, questionnaires, interviews, and logic models.

This week, you will explore the quantitative and qualitative methods of evaluating a human services program. You will formulate questions to glean quantitative or qualitative results, and you will analyze which type of evaluation might be the most effective for a specific population. You will also create a logic model to describe the theoretical strategies and outcomes of a program.

Reference: ThinkExist.com. (2011). Albert Einstein quotes. Retrieved from http://thinkexist.com/quotation/everything_that_can_be_counted_does_not/221281.html

Objectives
By the end of this week, you should be able to:

· Formulate evaluative questions used to determine program effectiveness

· Analyze qualitative and quantitative evaluative methods used to determine program effectiveness

· Develop a logic model

Learning Resources
Required Readings
Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). Designing and managing programs: An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage.

· Chapter 8, “Designing Effective Programs”

· Chapter 9, “Designing Effectiveness-Based Information Systems” (pp. 161–181)

Savaya, R., & Waysman, M. (2005). The logic model: A tool for incorporating theory in development and evaluation of programs. Administration in Social Work, 29(2), 85–104.

Duffy, M., & Chenail, R. J. (2008). Values in qualitative and quantitative research. Counseling & Values, 53(1), 22–38.

Giffords, E., Alonso, C., & Bell, R. (2007). A transitional living program for homeless adolescents: A case study. Child & Youth Care Forum, 36(4), 141–151.

Blue-Howells, J., McGuire, J., & Nakashima, J. (2008). Co-location of health care services for homeless veterans: A case study of innovation in program implementation. Social Work in Health Care, 47(3), 219–231.

Glisson, G. M., Thyer, B. A., & Fischer, R. L. (2001). Serving the homeless: Evaluating the effectiveness of homeless shelter services. Journal of Sociology & Social Welfare, 28(4), 89–97.

THIS IS DUE WEDNESDAY BY NOON 8/4/21
Discussion: Evaluative Questions
In seeking to obtain feedback on the success of a program, human services professionals often conduct surveys and deliver questionnaires to a program’s target population (clients) to help measure the effectiveness of particular programs. Surveys and questionnaires can produce results that are quantitative, qualitative, or both—depending on the questions asked and the feedback received. It is important to carefully consider what types of questions to ask clients when evaluating a program. Oftentimes, descriptions of clients’ reactions to or experiences with the program can be just as informative as quantitative data showing how many clients accessed services.

Evaluation questions must be reasonable and appropriate and should deal with performance dimensions that are relevant to the program. For an evaluation question to be answerable, it must be unambiguous, noncontroversial, observable, and measurable. Examples of these types of questions include:

· Since attending this program, have you found employment?

· How many times have you accessed the services of this program?

· What are some elements of the program that you disliked or thought could have been improved?

For this Discussion, think about the homeless population in your community. Consider the types of questions you would ask to gauge the effectiveness of the human services programs available to that population.

To prepare for this Discussion:

· Review Chapter 9 in your course text, focusing on the relationship between the types of data gathered and the design of the program evaluation.

· Review the article “Values in Qualitative and Quantitative Research.” Focus on the differences between qualitative and quantitative research and the value of using each approach to evaluate human services programs.

· Think about the homeless population from your community. Develop two questions you might ask the homeless population in your community receiving aid from a human services program. The questions should be created to evaluate the effectiveness of the delivery of that program.

With these thoughts in mind:

By Day 4
Post the two questions you created to evaluate the effectiveness of the delivery of a program for the homeless population in your community. Then, explain whether the answers to these questions would elicit quantitative or qualitative results. Explain how the answers to these questions would inform an evaluation of the program. Finally, explain the benefits of performing a mixed analysis of both quantitative and qualitative aspects of a program.

Be sure to support your postings and responses with specific references to the Learning Resources.

THIS DUE SATURDAY 8/7/21
Assignment: Designing a Logic Model
A logic model is a tool used to identify the processes and components that lead to proposed program outcomes. It is a diagram—typically a one-page item—that describes how the program should work in a theoretical sense and how its components will achieve the desired outcomes for the participants (Kettner, Moroney, & Martin, 2008). The logic model represents the elements of the program and lays out the expected sequence of steps, from program services to client outcomes. It is a learning tool that serves to increase the evaluator’s presence and voice in the planning, design, implementation, and analysis stages.

A basic logic model consists of four components:

1. Inputs (or resources): human capital, time, financial, facilities, equipment, etc.

2. Activities: what the program does with the resources including tools, events, actions, etc.

3. Outputs: the direct products of program activities, including types, levels, or targets of service

4. Outcomes: the specific changes in program participants’ behavior, knowledge, skills, and/or level of functioning. Outcomes can include any or all of the following:

· Short term (3 years or less)

· Medium term (4–6 years)

· Long term (7–10 years)

For this Assignment, you will review the case study you selected and construct a logic model for the processes and components of the program in the case study. You will be including a logic model in your Final Project for the homeless population and human services available in your community. You should include any feedback you receive on this Assignment to refine this section in your Final Project.

To prepare for this Assignment:

· Review Chapter 8 in your course text, focusing on how the elements of a program design are based on the use of the logic model and the purpose of each. Reflect on the importance of each stage of the model for effective program evaluation.

· Review the article “The Logic Model: A Tool for Incorporating Theory in Development and Evaluation of Programs,” focusing on how this model can provide a framework for program evaluation. Think about how using such a model can simplify and focus the evaluation process.

· Review the case study you selected and think about how the logic model can be applied to that case study.

The Assignment (1–2 pages):

· Based on the case study you selected, complete a logic model using the guidelines in your course text.

· Explain any insights you had or conclusions you drew related to your Final Project as a result of completing the logic model for the case study.

By Day 7
Submit your Assignment.