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Transcript of Program Planning, Implementation & Evaluation Chapter 4, all pages Chapter 15, pp. 519-523 Chapter...
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