Modules | Module A: overview | Module B: plan | Module C: build | Module D: evaluate | Module E: report |
Other Resources | Orientation | Logic Model | Cases | Glossary | Credits | Enhanced version |
[Start Screen B-1 of 16/Module B >Introduction (1)]
You should now know the goals and benefits of outcomes based planning and evaluation (OBPE) and the structure of this course, covered in Module A: Overview.
In this module, you will learn the basic terms and overall process for planning outcome-based programs by:
[Graphic of papers with paper clip.]
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[Start Screen B-2 of 16/Module B>Audience Needs (2)]
What are audience needs?
“Putting the end user first” is a critical part of OBPE. Think of the end user as the target audience whose needs you meet.
Audience needs may be wants, deficits, conditions, or other gaps between skills/knowledge audiences already have and those they want.
Sometimes audiences request programs. Sometimes program planners plan programs to fill gaps between the current situation and what they want for audiences.
Try thinking what the audiences listed below might need.
Moving the cursor over a graphic of two young adults labeled "Commuter students" presents the text: Commuter students want textbooks as audiobooks.
Moving the cursor over a graphic of a young girl labeled "Girl scout" presents the text: Girl scout must identify 5 local birds to earn a badge.
Moving the cursor over a graphic of three children with a teacher labeled "Low income Rural Residents" presents the text: People in rural low-income areas lack access to educational materials available on computers.
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[Start Screen B-2_M of 16/Module B>Audience needs>Museum example (2-M)]
Try thinking of conditions, wants and deficits that museum program planners want to address.
[Graphic of child with animal containing the text: Wants: Children enjoy watching zoo animals.]
[Graphic of man with child using telescope containing the text: Deficits: Adults cannot distinguish stars from planets in the sky.]
[Graphic of young girl thinking containing the text: Conditions: Children may perceive science as hard and boring.]
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[Start Screen B-2_L of 16/Module B>Audience needs>Library example (2-L)]
Try thinking of conditions, wants and deficits that library program planners want to address.
[Graphic of older woman at computer containing the text: Wants: Librarians notice that older library patrons need self-paced training on computer use.]
[Graphic of male students writing containing the text: Deficits: Children know little about what immigrants have added to their city].
[Graphic of two women working on a computer: Conditions: Many blind patrons are cut off from news and email because they don’t know how to use adaptive technology.]
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[Start Screen B-3 of 16/Module B>Audience needs (3)]
Most programs don’t confirm audience needs with formal research.
They rely on program developers’ beliefs or assumptions about the audience’s needs. Assumptions can be drawn from:
[Graphic of two people working with the caption: Your experiences - Conversations with parents or teachers]
[Graphic of children with the caption: A program partner’s experience - School Department bulletins]
(Graphic of paper containing a chart with the caption: Informal research or inference from formal research done in other situations: An article you see in a professional journal or find on a reputable website]
Then add in what you know about the situation: how does the need relate to your institutional mission? What resources are available? What partners can help?
Finally, combine what you know about the situation and audience needs into a list of audience considerations – what you must take into account as you plan your solution to those needs.
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[Start Screen B-4 of 16/Module B>Audience considerations (4)]
When designing a solution to fit your audience’s needs and produce the intended results, you need to tailor the program to characteristics of your audience.
What are the people like in your target audience? (Hint: “The public” is usually too broad.)
What characteristics might create a barrier to the experience you want them to have or the changes you hope to see in this group? Let’s look at some examples to see how a consideration affects planning:
[Clicking a graphic of two senior citizens with the statement "Many senior citizens prefer not to drive at night." presents the text: Schedule classes at the library during the daytime hours. (See “Audience Considerations” in the planning document of the Riverton Memoirs case.) ]
[Clicking a graphic of a bus symbol with the statement "Target audience members depend on busses for transportation." presents the text: Provide a shuttle from the usual bus route or from schools to the museum or back. (See “Audience Considerations” in the planning document of the MoNA Link case.) ]
[Clicking a graphic of a clock with the statement "Parents in the area often work a variety of shifts." presents the text: Plan on several options for both registration and program attendance.]
[Clicking a graphic of a teacher with the statement "Science teachers have relatively large class sizes." presents the text: Ensure that lesson plans allow for group work and inexpensive materials. (See “Audience Considerations” in the planning document of the case for Peabody Museum Biodiversity Learning.)]
[Clicking a graphic of woman reading with the statement "Audience members are from several different ethnic groups; some are recent immigrants." presents the text: Provide materials in several languages. (See “Audience Considerations” in the planning document of the case Bridging the Gap for Hispanic Newcomers.)]
Let’s look at an example of the audience considerations at work in designing a program.
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[Start Screen B-4_M of 16/Module B> Audience considerations>Museum example (4-M)]
Explore the audience considerations underlying a program of the Museum of Northwest Art to help elementary school teachers integrate art into their curriculum.
Examine assumptions behind project planning.
[Moving the cursor over a graphic of a man labeled "Project Planner" presents the text: Teachers often feel inadequately prepared to teach hands-on art-making, do not know how to talk with students about art and are uncomfortable visiting a museum with or without their students. Many teachers will need training to meet the anticipated formal assessment in the arts mandated by the Washington State Essential Academic Learning Requirements in 2008.]
[Moving the cursor over a graphic of a woman labeled "School Administrator" presents the text: Most teachers have had little pre-service training in teaching critical thinking, one of Washington State’s Four Learning Goals, infused in all curricular areas of the state’s learning standards. When knowledge and data are easily accessible, educators need to help students locate and analyze information, make reasoned judgments, think creatively, communicate clearly and solve problems- all skills employers seek.]
[Moving the cursor over a graphic of a woman and child labeled "Teacher" presents the text: Teachers enjoy learning from each other and sharing ideas but are usually overloaded with demands on their time. Teachers often feel underpaid, under pressure to “teacher to test” to meet standards in reading, writing and math with “no time” to teach art. Teachers usually have very little art background and may feel uncomfortable on museum visits. Teachers work with limited funding for “extras” such as field trips, and art supplies.]
[Moving the cursor over a graphic of a stack of books and papers labeled "Research" presents the text: Although (elementary school) teachers are positive about art, less than half are comfortable teaching it, perhaps due to a lack of materials and time and adequate training in art.
Paraphrased from Karen Apple, “Is Art a Frill? Elementary Teachers’ Attitudes Towards Art” (1993) ERIC Document 361 272]
[Start COACH text]
We use the MoNA example repeatedly throughout the modules. To find out more about this example, go to Cases.
[End COACH text]
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[Start Screen B-4_L of 16/Module B>Audience considerations>Library example (4-L)]
Explore the audience considerations underlying a program of the River County Public Library to help residents improve their writing and feel part of a community of writers.
Examine assumptions behind project planning.
[Moving the cursor over a graphic of a group of people labeled "Audience" presents the text: Library patrons ask for a writing class for adults, both those who work and those who are retired.]
[Moving the cursor over a graphic of a woman labeled "Program Planner" presents the text: Feedback questionnaires show that people want a regular meeting time and a facilitator for discussion.]
[Moving the cursor over a graphic of a book and stack of papers labeled "Research" presents the text: Older adults like programs with autobiographical writing because it aids in reviewing their life, passing on family incidents and preserving their memories.
Paraphrase from Marsha Rossiter, “Narrative and Stories in Adult Teaching and Learning,” 2002, ERIC Digest #241, Clearinghourse of Adult, Career and Vocational Education. ]
[Start COACH text]
We use the Riverton example repeatedly throughout the modules. To find out more about this example, go to Cases.
[End COACH text]
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[Start Screen B-5 of 16/Module B>Finding the solution (5)]
Program developers start with audience needs and then picture results--how the audience would be changed--as they plan the solution to bring about those outcomes.
[Animation showing a picture with a person thinking. A rectangle labeled Needs appears on the left, then a triangle labeled Outcomes appears, finally the full graphic appears with a circle labeled “Solution” in the middle.]
Need: A want, deficit, or condition that is common to a group of individuals.
Solution: A program that will bring about changed behaviors, knowledge, skills, attitudes, life condition, or status in the target audience and that is designed with audience considerations in mind.
Outcomes: The change or improvement in the audience that will show your program has succeeded. Specifically, outcomes are changes in behaviors, knowledge, skills, attitudes, life condition, or status.
Now it’s your turn to test your knowledge with an example.
[Start DIG DEEPER text]
Remember that there may be many different kinds of outcomes shown by your audience. The “Continuum of Program Outcomes” listed below shows the order in which changes in individuals (that is, outcomes) occur, starting at the top with the quickest and easiest.
The most difficult changes are at the bottom of the list. We’ll suggest how to choose outcomes that fit the time Plan of your program in our Module C: Evaluate.
(Rhea Joyce Rubin (2004)
[End DIG DEEPER text]
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[Start Screen B-6 of 16/Module B>Finding the solution (6)]
Pick the best solution for the audience need - the one that is most likely to lead to the desired result.
[Graphic of a girl labeled "Need: Girl Scout working on badge needs to identity five local birds" followed by a plus sign, followed by a question mark labled "Solution", followed by a plus sign and a graphic of birds labeled "Desired Outcome: Girl Scout can identity local birds by name on a fieldtrip.]
[Moving the cursor over the words "Solution A: Girl Scout selects and checks out bird-watching books from library." presents the text: All the needed information is relevant, but there is no expert feedback to correct or verify the scout’s identifications. Try again.]
[Moving the cursor over the words "Solution B: Girl Scout reads bird-related nursery rhymes to pre-schoolers." presents the text: Reading to pre-schoolers is a laudable thing to do, but reading a rhyme such as “Who killed Cock Robin?” may not help the girl identify the bird. Try again.]
[Moving the cursor over the words "Girl Scout group reviews bird guides for a list of local birds and observes bird feeders at a “backyard zoo” with the regional extension agent." presents the text: Yes, best choice because information, observation and expert feedback are available.]
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[Start Screen B-7 of 16/Module B>Finding the solution (7)]
Here’s where the creative miracle occurs by mixing lots of what you know about your particular situation:
Usually a solution or two will occur to you—or maybe already has.
[Cartoon of two men pointing to a chalkboard of equations and the statement "then a miracle occurs." The caption reads "I think you should be more explicit here in step two."]
[Start COACH text]
Follow your instincts here. Brainstorm and list as many ideas as you can without censoring yourself. Get input from other people.
[End COACH text]
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[Start Screen B-8 of 16/Module B>Finding the solution (8)]
OBPE planners build a program to meet the needs of a specific audience with solutions their institution can provide. To accomplish this, they sometimes work in collaboration with others.
A program consists of:
[Start DIG DEEPER text]
Tips for Choosing a Program to Show Outcomes:
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[Start Screen B-8_M of 16/Module B>Finding the solution>Museum example (8-M)]
Solutions address audience needs by finding a way to remedy a problem or fill a gap.
Which of the following proposals for the Museum of Northwest Art grow out of the audience need to make elementary teachers more comfortable and capable of teaching art in their classrooms?
[Clicking the words "Proposal 1: Weeklong summer institute (3 credit) on NW art history, including visual thinking strategies and critical thinking" presents the text: Yes, this addresses lack of teacher training in art and shows how to combine art with other required subjects (“critical thinking”).]
[Clicking the words "Proposal 2: Set of slides on masterpieces of European art" presents the text: No, this doesn’t relate to the Museum of Northwest Art {American} and doesn’t help teachers with lesson plans.]
[Clicking the words "Proposal 3: Docent-guided museum visits for teacher’s class plus pre- and post-visit classes taught by Museum Art Educator" presents the text: Yes, this saves the teacher time for preparation while giving him or her a model.]
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[Start Screen B-8_L of 16/Module B>Finding the solution>Library example (8-L)]
Solutions address audience needs by finding a way to remedy a problem or fill a gap.
Which of the following proposals for the Riverton Library (Kentucky) Memoir Program address the audience need for improving their writing and thinking of themselves as part of a community of writers?
[Clicking the words "Proposal 1: Bi-monthly meetings with group facilitator for review and critique of anecdotal memoirs." presents the text: Yes, regular meetings with a leader from outside the group will help improve writing.]
[Clicking the words "Proposal 2: Meet with three Kentucky writers of autobiography to discuss writing strategies and techniques." presents the text: Yes, discussing writing methods with published authors, especially ones from their home state of Kentucky, will help participants improve and feel part of a community of writers.]
[Clicking the words "Proposal 3: Read the Autobiography of Miss Jane Pittman by Ernest Gaines" presents the text: No, were you fooled by the title of this fictional book by Ernest Gaines? It’s a great book, but not useful as a model for autobiographical writing.]
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[Start Screen B-9 of 16/Module B>Desired results (9)]
What do you want to happen as a result of the program? Picture the way a participant would look if you succeeded. (What behavior, knowledge, attitude or skill would you see them demonstrating?)
If you can’t picture what success will look like, then how will you know if you’ve succeeded? How can you explain your success to the public? Your funders? Your future collaborators?
Tip: When you write out your desired outcomes, start your sentence with the people who are the target audience and use a verb that points to observable change. That is, use sentence structure to help you “put the end user first.”
Not: “Art lessons incorporate critical thinking”
Instead: “Teachers write lesson plans using art to teach critical thinking.”
Let’s look at an example of listing observable changes, or “outcomes” that you believe the audience will demonstrate as a result of your program.
[Start COACH text]
"Desired results" (section II on the logic model worksheet) is a general statement of how your audiences have changed as a result of your program. Subsequent sections of the logic model worksheet will ask for more specific "outcomes/benefits" in the program purpose statement (section III) and "outcomes statement" (section V). If you want more instruction on writing outcomes statements, you can look ahead to screen C-4.
[End COACH text]
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[Start Screen B-9_M of 16/Module B>Desired results >Museum example (9-M)]
Do you think the solutions are likely to lead to the desired outcomes? Do the outcomes meet the needs?
[Graphic of square labeled "Needs" with text: Teachers are uncomfortable teaching art because of a lack of materials, time and training. Teachers feel unprepared for upcoming evaluation on state standards for critical thinking and art.]
[Graphic of circle labeled "Solutions" with text: Summer institute on NW art history. Two training days studying 2 exhibitions and ways of responding. Monthly curriculum development meetings with teachers and Museum Art Educator. Three docent-guided Museum visits for the teacher’s class with pre- and post-visit lessons taught in the classroom by the Museum Art Educator. Student demonstration of learning.]
[Graphic of triangle labeled "Desired Outcomes" with text: Teachers see MoNA as an effective resource for instructional support. Teachers know how to lead an effective discussion about art, develop a curriculum unit linking an exhibition to their classroom, and teach a related hands-on art making lesson. Teachers incorporate Museum visits and links to exhibitions into teaching.]
[Graphic of 2 people.]
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[Start Screen B-9_L of 16/Module B>Desired results >Library example (9-L)]
Do you think the solutions are likely to lead to the desired outcomes? Do the outcomes meet the needs?
[Graphic of square labeled "Needs" with text: Riverton residents want a writers’ group for critique and review of autobiographical writing.]
[Graphic of circle labeled "Solutions" with text: Hire a facilitator to guide critiques of writers’ work and revisions. Schedule group discussion with three Kentucky writers of autobiography. Arrange publication and public reading of selections from each participant.]
[Graphic of triangle labeled "Desired Outcomes" with text: Participants improve their writing.
Participants demonstrate they feel themselves to be part of a community of writers.]
[Graphic of cup containing pencils and markers.]
[End Screen B-9_L of 16]
[Start Screen B-10 of 16/Module B>Desired results (10)]
[Graphic of a square labeled "Needs", followed by a plus sign, followed by a graphic of circle labeled "Solutions", followed by an equal sign, followed by a graphic of triangle labeled "Desired Outcomes"]
Needs are met by solutions planned to deliver desired outcomes to target audiences.
OBPE helps museums and libraries serve the public good by benefiting their end users.
Now let’s look at how OBPE helps plan and demonstrate those results with stakeholders: people who care and want to know about the outcomes.
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[Start Screen B-11 of 16/Module B>Stakeholder influence (11)]
Key stakeholders are your governing body, the participants, those who contribute time (partners) and money (funders). They decide whether to start the program, to participate in it and to keep it going.
Stakeholders influence OBPE because of what they want to know and how they will use the answers they get.
[Table with three columns labeled stakeholder, what they want to know, and how answers will be used.]
[Stakeholder: Target audience - What they want to know: Is this fun? Educational? Useful? Is it worth my time? Am I interested in the topic? - How answers will be used: To decide to participate, To recommend the program
Stakeholder: Your organization - What they want to know: Is the program meeting the target audience's need? Does it serve our mission? - How answers will be used: To improve the program, To end program, To start another program
Stakeholder: Program Funders - What they want to know: Who does the program serve? Is the program effective? - How answers will be used: To decide on continued funding, To promote replication
Stakeholder: Program Partners - What they want to know: Is there equal responsibility? Which services produce outcomes? - How answers will be used: To change the process, To add partners, To change responsibilities]
[End Screen B-11 of 16]
[Start Screen B-11_M of 16/Module B>Stakeholders>Museum example (11-M)]
Stakeholders influence OBPE planning because of what they want to know and how the answers will be used.
For the program of the Museum of Northwest Art, think what each stakeholder wants to know.
[Table with three columns labeled stakeholder, what they want to know, and how answers will be used. The middle column contains a question and rollover answer.]
[Stakeholder: Teachers (Target Audience) - What they want to know: Rollover (Is this worth my time?): Will this help me meet state requirements? Will preparation time be increased? - How answers will be used: To decide to participate, To recommend the program]
[Stakeholder: MoNA (Your organization) - What they want to know: Rollover (Is the program meeting the target audience’s needs?): Is the program helping elementary school teachers feel confident teaching art and using MoNA? - How answers will be used: To improve the program, To end program, To start another program ]
[Stakeholder: IMLS National Leadership Grants (Funders) - What they want to know: Rollover (Who does the program serve? Is the program effective?): What teachers, students and families are served? Evidence of teachers’ skill and ease plus student achievement. - How answers will be used: To decide on continued funding, To promote replication ]
[Stakeholder: Skagit County Board of Education (Partners) - What they want to know: Rollover (Is there equal responsibility? Which services produce outcomes?): Are all partners fulfilling their responsibilities? Are teachers better prepared to meet state-mandated subject matter and skills evaluation? - How answers will be used: To change the process, To add partners, To change responsibilities]
[End Screen B-11_M of 16]
[Start Screen B-11_L of 16/Module B>Stakeholders>Library example (11-L)]
Stakeholders influence OBPE because of what they want to know and how they will use the answers.
For the Riverton Library Memoirs program, think what each stakeholder wants to know for this program.
[Table with three columns labeled stakeholder, what they want to know, and how answers will be used. The middle column contains a question and rollover answer.]
[Stakeholder: Memoir Writer (Target audience) - What they want to know: Rollover (Is this worth my time?): Will this help me write better? Will it be interesting enough to keep me coming? - How answers will be used: To decide to participate, To recommend the program]
[Stakeholder: Riverton Library (Your organization) - What they want to know: Rollover (Is the program meeting the target audience’s needs?): Does their writing improve? Do participants continue in the program? - How answers will be used: To improve the program, To end program, To start another program]
[Stakeholder: Library Services & Technology Grant (Funders) - What they want to know: Rollover (Who does the program serve? Is the program effective?): LSTA Funders want to know the number and age of participants, how the funds were spent, what were the outcomes? - How answers will be used: To decide on continued funding, To promote replication]
[Stakeholder: Coffeehouse Owner (Partners) - What they want to know: Rollover (Which services produce outcomes?): How many people attend the public reading from their book? Does this program build good will? Annoy other customers? - How answers will be used: To change the process, To add partners, To change responsibilities]
[End Screen B-11_M of 16]
[Start Screen B-12 of 16/Module B>Stakeholders (12)]
Key stakeholders—your organization, funders and program partners—are central because they carry out the solution and pay for the program. Target audiences are also key because the solution is for them directly or indirectly. The outcome of the program is the benefit they gain from a program, the changes it makes in their lives.
Other stakeholders from the community at large may care about the outcome but don’t participate in the solution, pay for it or put it in motion. Think why the stakeholders below care about the program and how they might influence its planning or outcome.
[Moving the cursor over the graphic of a video camera labeled "Media" presents the text: Good publicity can help; bad can hurt. The media are stakeholders in the sense of influencing your program, but they aren’t central unless they help fund or plan it.]
[Moving the cursor over the graphic of two people working labeled "Competitors/ Peer Institutions" presents the text: If your program is successful, should they offer it, too? What can they learn from your report?]
[Moving the cursor over the graphic of a file folder labeled "Regulators" presents the text: Government regulations and professional guidelines influence the content of your program and may test the outcome.]
[Start DIG DEEPER]
Be sure to consider whether you have an important broader audience. Our cases show some interesting examples.
Some programs are small—in scope or in size. Poetry Express involved a poetry slam in one middle school, but an enthusiastic partner was the county’s 4-H Extension Agent who used the program to strengthen on-going cooperation with the school.
Some programs have important ties to university departments. The Peabody Museum’s Biodiversity program connects middle-school teachers with Yale University’s School of Medicine and School of Forestry and Environmental Studies. Corinth University Library’s Native American Preservation Internships draws on resources of the Native American Studies program.
Some programs have distribution beyond their local target audience as an aim. The Maps for Adventure of the Children’s Museum of Indianapolis has as a major aim the creation of a successful traveling exhibit. The Missouri Historical Society’s program Reading Bias, Writing Tolerance includes the Missouri Anti-Defamation League (ADL), a pioneer in creating programs to sensitize children to discrimination, and the ADL will want to adapt the program for nationwide use if successful in Missouri.
[End DIG DEEPER text]
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[Start Screen B-13 of 16/Module B>Program purpose (13)]
The purpose of a program is to achieve outcomes.
[Graphic of organizational mission showing relationship to audience considerations to program purpose. Leading to activities to prepare/services to audience (do what); audience (for what); and outcomes (for what outcome).]
A program purpose statement pulls all this together. We do what, for whom, for what outcome or benefit?
[End Screen B-13 of 16]
[Start Screen B-13_M of 16/Module B>Program purpose>Museum example (13-M)]
For each of the phrases and sentences below, identify which part of the purpose statement it concerns: Do what? For whom? What benefit/outcome?
Teachers know how to develop curriculum linked to a MoNA exhibit.
[Clicking on “what” circle presents the following text: Not quite. Here’s a hint: Notice that For whom? answers are not whole sentences; they just give the audience. Outcome answers start with a person as the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome. Do entries talk about specific actions or outputs.
Clicking on the “whom” circle presents the following text: Not quite. Here’s a hint: Notice that For whom? answers are not whole sentences; they just give the audience. Outcome answers start with a person as the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome. Do entries talk about specific actions or outputs.
Clicking on “outcome?” circle presents the following text: Outcome is correct! Yes, notice that a person is the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome.]
Provide a 5-day, 3-credit summer institute on NW art history including critical thinking.
[Clicking on “what” circle presents the following text: Do is correct! Yes, giving an institute is something MoNA will do.
Clicking on “whom?” circle presents the following text: Not quite. Here’s a hint: Notice that For whom? answers are not whole sentences; they just give the audience. Outcome answers start with a person as the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome. Do entries talk about specific actions or outputs.
Clicking on “outcome?” circle presents the following text: Not quite. Here’s a hint: Notice that For whom? answers are not whole sentences; they just give the audience. Outcome answers start with a person as the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome. Do entries talk about specific actions or outputs.]
Elementary school teachers in Skagit County.
[Clicking on “what” circle presents the following text: Not quite. Here’s a hint: Notice that For whom? answers are not whole sentences; they just give the audience. Outcome answers start with a person as the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome. Do entries talk about specific actions or outputs.
Clicking on “whom?” circle presents the following text: Whom is correct! Yes, notice that a For whom? answer is not a whole sentence, but only lists the audience.
Clicking on “outcome?” circle presents the following text: Not quite. Here’s a hint: Notice that For whom? answers are not whole sentences; they just give the audience. Outcome answers start with a person as the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome. Do entries talk about specific actions or outputs.]
Docents provide 3 MoNA visits for teacher’s classes.
[Clicking on “what” circle presents the following text: Do is correct! Yes, docents are not the target audience but the staff providing the solution.
Clicking on “whom?” circle presents the following text: Not quite. Here’s a hint: Notice that For whom? answers are not whole sentences; they just give the audience. Outcome answers start with a person as the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome. Do entries talk about specific actions or outputs.
Clicking on “outcome?” circle presents the following text: Not quite. Here’s a hint: Notice that For whom? answers are not whole sentences; they just give the audience. Outcome answers start with a person as the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome. Do entries talk about specific actions or outputs.]
Students learn about art in discussion and hands-on activities.
[Clicking on “what” circle presents the following text: Not quite. Here’s a hint: Notice that For whom? answers are not whole sentences; they just give the audience. Outcome answers start with a person as the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome. Do entries talk about specific actions or outputs.
Clicking on “whom?” circle presents the following text: Not quite. Here’s a hint: Notice that For whom? answers are not whole sentences; they just give the audience. Outcome answers start with a person as the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome. Do entries talk about specific actions or outputs.
Clicking on “outcome?” circle presents the following text: Outcome is correct! Yes, the sentence starts with people- students- who indirectly benefit from the skills learned by their teachers and then describes how they change in knowledge and skills.]
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[Start Screen B-13_L of 16/Module B>Program purpose>Library example (13-L)]
For each of the phrases and sentences below, identify which part of the purpose statement it concerns: Do what? For whom? What benefit/outcome?
Participants sign up for another writing group, 3 months later.
[Clicking on “what” circle presents the following text: Not quite. Here’s a hint: Notice that For whom? answers are not whole sentences; they just give the audience. Outcome answers start with a person as the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome. Do entries talk about specific actions or outputs.
Clicking on “whom?” circle presents the following text: Not quite. Here’s a hint: Notice that For whom? answers are not whole sentences; they just give the audience. Outcome answers start with a person as the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome. Do entries talk about specific actions or outputs.
Clicking on “outcome?” circle presents the following text: Outcome is correct! Yes, notice that a person is the subject plus there is a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome.]
Hire a facilitator for the group.
[Clicking on “do?” circle presents the following text: Do is correct! Yes, hiring a facilitator is something the library will need to do.
Clicking on “whom?” circle presents the following text: Not quite. Here’s a hint: Notice that For whom? answers are not whole sentences; they just give the audience. Outcome answers start with a person as the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome. Do entries talk about specific actions or outputs.
Clicking on “outcome?” circle presents the following text: Not quite. Here’s a hint: Notice that For whom? answers are not whole sentences; they just give the audience. Outcome answers start with a person as the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome. Do entries talk about specific actions or outputs.]
Residents of River County and nearby areas
[Clicking on “what” circle presents the following text: Not quite. Here’s a hint: Notice that For whom? answers are not whole sentences; they just give the audience. Outcome answers start with a person as the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome. Do entries talk about specific actions or outputs.
Clicking on “whom?” circle presents the following text: Whom is correct! Notice that a for whom statement only lists the target audience, whether direct or indirect.
Clicking on “outcomes?” circle presents the following text: Not quite. Here’s a hint: Notice that For whom? answers are not whole sentences; they just give the audience. Outcome answers start with a person as the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome. Do entries talk about specific actions or outputs.]
Hire three Kentucky memoir writers to discuss writing with group participants.
[Clicking on “what” circle presents the following text: Do is correct! Yes, hiring writers to discuss writing is something that must be done.
Clicking on “whom?” circle presents the following text: Not quite. Here’s a hint: Notice that For whom? answers are not whole sentences; they just give the audience. Outcome answers start with a person as the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome. Do entries talk about specific actions or outputs.
Clicking on “outcome?” circle presents the following text: Not quite. Here’s a hint: Notice that For whom? answers are not whole sentences; they just give the audience. Outcome answers start with a person as the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome. Do entries talk about specific actions or outputs.]
Participants improve their writing.
[Clicking on “what” circle presents the following text: Not quite. Here’s a hint: Notice that For whom? answers are not whole sentences; they just give the audience. Outcome answers start with a person as the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome. Do entries talk about specific actions or outputs.
Clicking on “whom?” circle presents the following text: Not quite. Here’s a hint: Notice that For whom? answers are not whole sentences; they just give the audience. Outcome answers start with a person as the subject plus a verb showing a change in knowledge, attitude, skill or condition that produces the desired outcome. Do entries talk about specific actions or outputs.
Clicking on “outcome?” circle presents the following text: Outcome is correct! Yes, participants are an important target audience. The sentence starts with a target audience and shows a change in skill as an outcome.]
[End of Screen B-13_L of 16]
[Start Screen B-14 of 16/Module B>Checking understanding (14)]
Check your understanding of the terms we have discussed in building an OBPE plan: “audience needs,” ”audience considerations,” “target audience,” “stakeholders” and “outcome.”
First, review case study materials for the Children’s Museum or the Whitney Library. These materials are in the PDF file format. (Try leaving the screen up for reference as you complete this work.)
[End Screen B-14 of 16]
[Start Screen B-14_M of 16/Module B>Check understanding>Museum example (14)]
After reviewing the materials for the Children’s Museum MAPS program, consider the following statements. The purpose statement for a program answers the questions: do what? For whom? For what benefit?
[Table containing three columns labeled We do want?, For whom? and For what outcome?]
We do what?
[Clicking the statement " Produce a traveling exhibit on Maps" presents the following text: Yes, this is what the program’s staff will be producing.]
[Clicking the statement "Geography educators want effective teaching resources" presents the following text: No, this is an audience need]
[Clicking the statement "Peer reviewers rate exhibit as “excellent” and present national award to museum" presents the following text: No, while approval of stakeholders, especially peers in the profession, is gratifying, it is not a service of the program.]
[Clicking the statement "Geographic educators use sources and materials for teaching geographical concepts." presents the following text: No, this is the desired outcome.]
For whom?
[Clicking the statement "Museum Trustees" presents the following text: No, the trustees are key stakeholders and will receive reports on the outcomes. They are not the target audience.]
[Clicking the statement "National Geographic Society" presents the following text: No, while NGS is a key stakeholder providing funding and expertise, they are not the audience.]
[Clicking the statement "Children in grades 3-5 and their families" presents the following text: Yes, this is the primary target for the exhibit.]
[Clicking the statement "Program advisors" presents the following text: No, while contributing to the outcome with their expertise, they are not the target audience.]
For what benefit/outcome?
[Clicking the statement "The exhibit comes in under budget." presents the following text: No, although fiscal accountability is essential to good program management, it is not the planned-for outcome.]
[Clicking the statement "Record number of visitors flock to exhibit" presents the following text: No, while attendance may serve other museum goals, the educational outcome of this program is not reflected in mere numbers.]
[Clicking the statement "Thirty antique maps are donated to the museum collection." presents the following text: No, while collections development may be desirable for the museum, it is not a stated outcome of the program and doesn’t benefit the target audience.]
[Clicking the statement "The target audience (children in grades 3-5 and their families) have positive family learning experiences in the exhibit" presents the following text: Yes, this is a desired outcome.]
[End Screen B-14_M of 16]
[Start Screen B-14_L of 16/Module B>Check understanding>Library example (14-L)]
After reviewing the materials for Whitney Library consider the following statements. The purpose statement for a program answers the questions: do what? For whom? For what benefit?
[Table containing three columns labeled We do want?, For whom? and For what outcome?]
We do what? [Clicking the statement "Students feel frustrated at having to travel all across the library to ask a librarian for assistance." presents the following text: No, this is an audience need]
For whom? [Clicking the statement "Librarians" presents the following text: No, librarians are the program providers.]
For what benefit/outcome? [Clicking the statement "The computer reservation system crashes only once in the two-week trial period." presents the following text: No, although not-crashing is good, it is only a means to the desired benefit for students.]
We do what? [Clicking the statement "Librarians provide grouped computers near the information desk and computer assistance." presents the following text: Yes, this summarizes what the library’s staff intends to provide.]
For whom? [Clicking the statement "Faculty" presents the following text: No faculty are stakeholders.]
For what benefit/outcome? [Clicking the statement "Forty students use the infopods for group projects during the two-week period of observation." presents the following text: No, this is an output. It is important to know, but just numbers aren’t the goal of the program.]
We do what? [Clicking the statement "Faculty assign group projects to undergraduates." presents the following text: No, faculty are stakeholders as they are affected by the program’s outcomes.]
For whom? [Clicking the statement "Computer technicians" presents the following text: No, computer technicians are partners with the library as providers.]
For what benefit/outcome? [Clicking the statement "Students effectively work in groups creating projects using library resources." presents the following text: Yes, this is an important outcome.]
We do what? [Clicking the statement "Students create group projects using library resources with less frustration." presents the following text: No, this is the desired outcome.]
For whom? [Clicking the statement "Students" presents the following text: Yes, the outcomes are designed to benefit students.]
For what benefit/outcome? [Clicking the statement "Librarians find it easy to help students with their projects." presents the following text: No. This will help make the program a success, but the purpose isn’t to make librarians happier. The target audience is students.]
[End Screen B-14_L of 16]
[Start Screen B-15 of 16/Module B>Applying understanding (15)]
You have reached the end of the instruction for this module. It’s time to apply your understanding.
By now, you should have your instructor’s approval for a program you will build a Logic Model for.
Working with your own program, fill in sections I, II, and III of the Logic Model worksheet up to and including “For what outcome?”
You can download the Logic Model worksheet (a Word document) below or in the "Logic Model" page (see tab above). Examples of logic model worksheets may be found in the Cases archive.
Follow your instructor’s directions for submitting your Logic Model worksheet draft for comments. Check whether additional work has been assigned.
[End Screen B-15 of 16]
[Start Screen B-16 of 16/Module B >Resources (16)]
Readings
Library Research Service. (2005). Research and statistics about libraries, [webpage of Colorado Department of Education]. Retrieved August 11, 2005, from http://www.lrs.org/
This resource provides social and economic statistics, data about libraries and communities, information about research methods, and tools for statistical analysis. Designed primarily for library planning, it also provides baselines against which outcomes can be measured for indicators appropriate to many library and museum educational programs.
Nelson, S. (2001). The new planning for results: a streamlined approach. Chicago: American Library Association.
This publication is a core resource for assisting public librarians to envision, evaluate, and respond to community needs with programs and services. It includes an information-gathering toolkit, information on planning tasks and directions how to apply outcomes based evaluation in rapidly changing library environments.
Taylor-Power, E., Steele, S. & Douglah, M. (2005). Planning a program evaluation, [webpage of University of Wisconsin-Extension]. Retrieved Aug. 11, 2005, from http://www.uwex.edu/ces/pdande/
This is an excellent suite of text-based resources for program development and evaluation that provides individuals a “what I want to know, when I need to know” approach. While cases are drawn from the community service context, it provides useful examples of reports, sampling protocols, and other elements of a genuinely comprehensive all-text “toolkit”.
Organizations
Institute of Museum and Library Services. (2005). NLG [National Leadership Grant] project planning: a tutorial. Retrieved August 11, 2005, from http://e-services.imls.gov/project_planning/
Although this is a recommended tutorial for organizations applying for IMLS National Leadership Grants, it is useful for many types of program planning. In four sections the tutorial covers defining and planning projects, writing the grant, and doing the project.
National Endowment for the Arts: “Lessons Learned: A Planning Toolsite”
www.nea.gov/resources/lessons/index.html
One of NEA’s resources developed for arts organizations, this “Toolsite” is a collection of essays and resources to assist with planning and program development. Doesn’t deal much with evaluation or outcomes.
Partnership for a Nation of Learners - http://www.partnershipforlearners.org/
This web site, supported by IMLS and the Corporation for Public Broadcasting, helps partners work together in the community. It includes case studies, exercises, and tools, as well as information about training events and sources of project fundingUniversity of Kansas. (2005). Community toolbox. Retrieved August 18, 2005, from http://ctb.ku.edu
The Community Toolbox’s primary audience is public health practitioners, but it has over 6,000 web-pages to facilitate in skill building, planning, problem solving, and a wide variety of logic model examples.
[End Screen B-16 of 16]
[End of Module B]
Modules | Module A: overview | Module B: plan | Module C: build | Module D: evaluate | Module E: report |
Other Resources | Orientation | Logic Model | Cases | Glossary | Credits | Enhanced version |