Program Planning, Implementation & Evaluation

Chapter 4, all pagesChapter 15, pp. 519-523

Chapter 17, all pagesChapter 18, all pages

Steps to Delivering Programs

Planning

•Setting Goals & Objectives

•Set priorities & choose among strategies

Implementation

Evaluation

Assessment

Steps in Program Planning

1. Review needs assessment results2. Define program goals & objectives3. Develop a program plan

Design intervention Design nutrition education component Develop marketing plan

4. Define management system5. Implement program6. Evaluate program elements &

effectiveness

Step 1: Review Needs Assessment Results Table 4-1 – Case Study 1 – Women and

Coronary Heart Disease Page 101

Step 2 - Goals

What are they? Standards by which organizations can judge their

performance Statement of desired result in broad, general terms to

be achieved over an unspecified period of time Don’t include the means for achieving – i.e., the

“How?” Usually related to reducing, maintaining, increasing,

or improving something

Step 2 - Objectives

Statements of specific results to be achieved over a specified period of time

Outcome, process, and structure

SMART formulaspecific, measurable, achievable,

resources, time

Step 3 - Intervention Strategy

In what way will program be implemented? HOW

Examples of program delivery strategies: small group sessions worksite wellness programs grocery store programs cafeteria programs mass media campaigns

Step 3 - Intervention Strategy

Strategy must be well suited to the target group

Should assist with motivating change in the target group

Intervention Strategies

Table 4-3, p. 105 & 4-4 p. 106 Levels of Intervention

1. Build awareness

2. Change lifestyles

3. Create supportive environment Target groups

Individuals Communities Systems

Step 3 - Intervention Strategy

Choose main program messages that emphasize a blance of foods rather than any one single food or meal

Several types of messages: motivational awareness-building knowledge building skill-building

Nutrition messages in programs

Messages more effective when focused on positive ways to make changes over time

Inconsistent messages result in confusion, guilt, worry, anger, fear and inaction

Nutrition messages in programs

Help consumers make wise food choices Help consumers evaluate nutrition

information they receive Reinforce healthy behaviours

Nutrition Messages in Programs

Promote variety, moderation, & gradual change

Emphasize food patterns over time Acknowledge importance of obtaining

nutrients from foods Stress that physical activity and food

choices are key to healthy active lifestyles

Nutrition Messages in Programs

Keep it simple -- on a need to know basis

Use “consumer” language

Use illustrations where possible

Recommend specific actions

Nutrition Messages in Programs

Use practical examples

Use humour with caution

Make message relevant to audience

Slogans as Messages

May oversimplify the message

Must be done carefully and be fully pre-tested

Must be agreed upon by all partners

Develop Program Format

Endless combinations single vs. multiple group sessions one-shot or long-term media campaign

Format depends on goals and objectives & target population

Nutrition Messages in Programs

Designed to: help consumers deal with their confusion

about food/diets help consumers make healthy eating

choices Evidence-Based Presented consistently

Educational Program Objectives

IF strategy is educational need to define learner objectives

Statements show participants what to expect upon completion of program

Develop Program Format

From program objectives . . . Develop program components to meet

objectives May need:

Session objectives – p. 569 Lesson plans – Table 17-6, p. 570

Pre-test Program Materials

Materials must be tested for readability and acceptability

Possible methods include: test group sessions with target group

members focus group individual interview

Readability of Printed Materials

Must assess the level of readability of all print materials

Use Readability Indices SMOG, FOG, FRY

SMOG formula in Appendix C of text

Modify Program Plan

From pretest results modify materials or plan

Pre-test was mini-process evaluation Termed “formative” evaluation

Program documentation

May involve Manual Summarize policies & procedures Outline details of activities

list of materials needed protocol for each activity

Training of Program Personnel

Paid & volunteer workers Train-the-trainer Ensures consistent implementation

Develop a Marketing Plan

How will clients know about the service? Marketing strategy depends on target

group Doesn’t need to be costly to be effective

Broadcast Media Pros and Cons

Table 18-6, p. 591

Cons one-way communication messages rarely tailored impersonal

Broadcast Media Pros and Cons

Pros - [TV] (& Internet) permit immediate access to a mass audience comfortable with medium may appreciate anonymity

Percentage effectiveness lower than more personal strategies

BUTlarger audience may make TV highly

effective medium in absolute numbers. (Warner, 1987)

Table 18-4, p. 588 Marketing Mix

Figure 18-6, p. 601Heartworks for Women case study

Marketing TimetableFigure 18-7, p. 602

Step 4 – Define the Management System Personnel & data systems Personnel

supervision support communication lines

Data Systems how recorded, stored, analyzed

Time Line for Critical PathFigure 19-6, p. 624

Step 5 – Identify funding sources

Developing a budget Identify funding sources

internal external

Direct costs salaries, wages, materials, travel expenses,

equipment Indirect costs

space rental, utilities, janitorial services

Operating BudgetTable 19-6, p. 627

Step 6 - Implementation

Make it operational Observe and modify implementation

activities Formative evaluation