By Tiffany SimmonsStrayer University

September 9, 2011

Executive SummaryA confirmative evaluation is a means to

ascertain program effectiveness and current and future needs.

The following confirmative evaluation will detail what needs to be done and how.

The goal is to create a effective, healthy program in which learners will obtain optimal learning outcomes.

Project Description-Introduction• The alumnae chapter of Alpha Beta Gamma Sorority

devotes considerable time to training and grooming undergraduate members for leadership and good citizenship on their campuses.

• What to teach and train them for and the cost-benefit of having done so is a consideration.

• Every undergraduate member should complete training on sorority rules, regulations, customs, and operations as a prerequisite to completing activities and membership drives on their respective campuses.

• The training is assurance that each members knows and understands everything they are being trained on so that they can follow them well and be prepared to communicate them, when appropriate.

Project Description-Type of OrganizationAlpha Beta Gamma is an incorporated non-profit

organization under 501(c)3 regulations. Management style is cooperative and collaborative, with

each paid, active member receiving one vote in national, regional, and local officer elections, where applicable.

The national organization employs ten full-time staff members, including an executive director and a membership services coordinator.

Alpha Beta Gamma is represented in all 50 states and over 20 foreign countries.

In Kentucky, Alpha Beta Gamma has eight undergraduate chapters and two alumnae chapters.

The local chapter, based in Lexington, KY, is responsible for training and development of four undergraduate chapters.

Project Description-Description of TrainingTraining is held annually in the month of

September.Undergraduate chapters rotate locations so that

each can have a turn at hosting duties.The training covers chapter management, sorority

image, and membership requirements.Goals of the training: sorority members will

manage their chapters in an orderly, professional manner at all times; sorority members will project positive images on their respective campuses at all times; and sorority members will communicate and enforce membership requirements at all times.

Project Description-Description of LearnersMembers are female students in non-

management positions, although they may or may not hold an office in their chapters.

Members will have 0-3 years of sorority experience and little to extensive knowledge in sorority rules, regulations, customs, and operations.

Average age of learners is 18-22, with some learners preparing for graduation or will have graduated and looking to transfer into an alumnae chapter at a later date.

Project Description-Instructional and Motivational MethodsThe instructor focused on creating an

inclusive environment through icebreakers and introductions.

To create the right attitude toward training, the instructor explained the purpose of the training and what learners can be expected to know as a result.

To enhance meaning, the instructor encouraged sharing of experiences and expressing their concerns.

Project Description-Next StepsSoliciting feedback from participants to assess

whether learning outcomes were achieved.The feedback will determine if additional

training is needed and if targeted training for specific groups is best.

Previous trainings were not conducted, but they will for all trainings going forward.

This is to assure that the trainings meet the needs of all participants and continue to be effective.

Confirmative Evaluation Pre-PlanThe purpose of the training is to assure that

undergraduate members are receiving the current, most up-to-date information available.

Alumnae chapter provides their time and expertise free of cost to all participants.

Confirmative evaluation is needed to keep the quality of membership high and the integrity of the sorority intact.

Confirmative Evaluation Pre-PlanAll stakeholders and their needs have been duly identified

and addressed within the context of the training.The undergraduates want to improve their reputations on

their respective campuses, increase their membership rolls, and learn more about the sorority’s rules, regulations, customs, and operations in order to be more effective on their campuses.

The alumnae advisors want to see improved chapter management and operations throughout the course of the year.

The alumnae chapter president (and possibly the financial offers) wants to know if the benefits of the training justify the cost.

The campus advisor wants to know if the training results in improved reputation of the chapter on the campus and if the chapter’s operations have improved.

Confirmative Evaluation Pre-Plan, Cont’dIntended program duration is one year-from

one training to the next.The program goals are clear and well-

defined, achievable, align with business goals, and are critical to meeting organizational needs (Dessinger & Moseley, 2004).

The budget for this event is not very large, as alumnae members use their own resources to conduct the training.

Assessment ToolData will come from two sets of respondents-the

undergraduate participants and the alumnae advisors and president-a total of thirty-seven respondents.

They will offer feedback on the effectiveness of the training event and any suggestions for improvement.

The questionnaire used will define survey objectives, identify sampling group, writing the questionnaire, administering the questionnaire, and interpreting the results (Stasko, 1997).

Assessment Tool Cont’d The objective of the questionnaire is to determine if training

objectives were communicated clearly and met learning needs. Two groups will be sampled: the undergraduate chapter members

and the alumnae chapter members. Both groups will have a separate set of questions relevant to their needs.

The questionnaire will contain five questions, specifically geared toward their issues and concerns.

These questions will be made available 24 hours after the conclusion of training online. The link will be emailed to each undergraduate and alumnae chapter and will stay open for seven days afterward. Afterward, the survey will be analyzed and results communicated to each group within seven days.

The questionnaire helps research the effectiveness of undergraduate chapters in representing the sorority on their respective campuses. The evaluator must plan the training objectives in support of the questionnaires; otherwise, the survey will not do what it is supposed to do.

Matrix to Focus and Plan Data CollectionThe matrix to focus and plan data collection

“helps the data collector stay focused on the intended evaluation outcome and evaluation question and is helpful for communicating with stakeholders” (Dessinger & Moseley, 2004).

For the Alpha Beta Gamma Sorority, the matrix to focus and plan data collection will help the data collector communicate confidently and effectively with both trainees and alumnae chapter members.

Everyone will understand their part in the plan and what is needed to make everything work.

ConclusionConfirmative evaluations are a means to assess the

overall health and strength of an organization’s programs and services.

For that reason, confirmative evaluations are time-intensive and are often omitted in favor of quicker assessment measures.

However, confirmative evaluations are needed as part of a full-scope evaluation that will foster improve program outcomes and garner better results.

Alpha Beta Gamma is committed to being the leading sorority for women on the campuses in which it is represented, and a confirmative evaluation is a way to help sorority members meet that goal.

ReferencesDessinger, J. C. and Moseley, J. L. (2004).

Confirmative evaluation: practical strategies for valuing continuous improvement. San Francisco, CA: Wiley.

Stasko, J. (1997, Winter). Questionnaire Design. Georgia Tech College of Computing. Retrieved from http://www.cc.gatech.edu/classes/cs6751_97_winter/Topics/quest-design/

Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: a comprehensive guide for teaching all adults (3rd ed). San Francisco, CA: Wiley.