Program Evaluation Program

This process is designed with the intent to identify, encourage, measure, evaluate, improve, and reward employee performance.

Program planning is a process to achieve a particular goal and/or mission. Program planning is an organized process through which a set of coordinated activities or interventions is developed to address and facilitate change in some or all of the identified problems. Program evaluation provides useful information for improving the programs and the service delivery systems. Program evaluation is to improve the program planning, effectiveness, design, and efficiency. The two are different processes, but ideally they hold the same goals and/or mission. The evaluation process takes place after the planning of a

The second question Identify specific examples of how program planning and evaluation interrelate in your chosen scenario in Appendix B. in my opinion program planning and

Hypertension (HTN) is a chronic illness that serves as a main risk factor for cardiovascular disease (Hanus, Simoes, Amboni, Ceretta, & Tuon, 2015). Although medication can manage HTN appropriately, lifestyle modifications make a substantial difference as well. However, many patients go through behavior stages in which he or she contemplate on making the necessary changes to improve their health. One solution to the problem is the development of an educational Hypertension Intervention and Follow-Up program (HIFP). Studies have shown that active educational interventions that incorporate small groups are more effective than passive delivery of educational materials (Pimenta, Caldiera, & Mamede,

A program evaluation offers a way to determine if adjustments are needed to improve upon the project in order for it to remain successful. Furthermore, the project evaluation team will analyze and measure each component of the outcome, input, and process in order to clarify the program’s objectives and goals. Thus creating a framework of evaluation methods and questions in addition to setting up a timeline for the evaluation activities will assist in the evaluation (CDC, 2011; HRSA, n.d.; McGonigle & Mastrian, 2015). The goal of outcome measures is to describe the overall performance of the process; therefore, outcome measurement will determine the program cost-effectiveness, attribution, and efficiency (CDC, 2012; HRSA, n.d.; McGonigle & Mastrian, 2015). There will be additional evaluation concerning the input measures, which are the resources that were put into the process. Lastly, the appraisal of process measures will provide data regarding the performance each course of action involved in the implantation of the project (HRSA, n.d.). After a thorough evaluation of the project, recommendations and the dissemination of results will be prepared and

This tool is sponsored by the United Way of America. This tool is designed for United Way organizations but can be applied to nonprofits for internal evaluation purposes. This tool can be used to: (1) gauge your organization’s current status relative to the Standards of Excellence, (2) identify areas of strength where your expertise could be shared with others; and (3) determine where to focus your organizational development and improvement efforts (“United Way”, n.d.). This tool is marketed towards United Way organizations but can be applied to nonprofits for internal evaluation purposes.

Purpose of the evaluation: What aspect of the program would you assess? How does this complement the larger group evaluation? (5 points)

Creating programs require different steps for the program to run smoothly. When providing a program to the community it at some point require an evaluation in order to determinate the effectiveness of the services provided by the agency. It is relevant to receive feedback from the participants in order to be able to understand what works and what does not work from the program, and therefore be able to make the required changes. There can be times where the hypothesis of the program is wrong, which leads to an unsuccessful program. If the program that we have developed is successful, we would have proof on how effective it is and we can publish the results for the public to see. It is important to let the participants from the program know

Bulanda and McCrea article discusses a study on a program called stand up help out (SUHO). The authors found that African American youth are growing up in an “dangerous, deprived homes” environment that are impacting their lives and future employment (Buland & McCrea, 2013). SUHO provides the African American Youth, “care from instructors, care from peers, care through constructive community action initiatives and mentoring elementary school children” (Buland & McCrea, 2013).

The Educational Leadership and Policy Studies program at the University of Texas at Arlington has helped me to grow both personally and professionally. The top three take-aways from this program that I feel can be utilized in any career path include the knowledge I gained on how to conduct and present action research, the writing skillset I developed which aided me in becoming a better writer, and the training I received on how to be an effective leader.

An important aspect of creating any program is to insure it has a way to continue. This means the program will have to have be evaluated and tweaked in order to change with the growing needs of those it serves. Evaluation is an integral part of any program development.

1) After several workouts, I noticed a big in improvement in my cardiovascular capacity. I was able to do more laps within the 30 minutes. I also noticed that my body adapted to water to the fact that I had to swim more often, therefore I was less tired at the end of my workouts compared to the first time I did the workout. Additionally, I improved my swimming skills because it had been a while I did not swim, so I had to practice some movements and it helped me a lot to complete my laps faster.

Treatment is delivered by a primary therapist who conducts both individual and group sessions. His/her tasks entail coordinating the delivery of the program, scheduling and maintaining patient retention in the program. Whenever possible, the co-leader, chosen by the therapist, who has observed at least 6 months of recovery is involved. The co-leader serves as a peer supporter who can share his or her own recovery experiences. The therapist, therefore, maintains control of the group, facilitates the session within a positive environment and ensures the delivery of its educational element. Therapists specifically avoid allowing confrontational or extremely emotional environment. Thus, encouraging input from patients

The program that this student has designed and will test will not be in a “corporate” type building, it will be conducted within a classroom inside of a public school. This program will be centered on the idea in which both teachers and school administrators come together in helping to truly create a better future through their students, our future. In this classroom volunteers, teachers and therapists will meet to discuss the performance of children in that school. These volunteers would also help collect food and distribute this food to the children in need and their families. This classroom would be the base for educating both teachers and school administrators about healthy boundary crossings, such as when is it appropriate

In the article that was written by Roland (2008), researchers are examining the impact of learning comprehension on large groups that have 170 or more students. This is because many educators believe that when the class becomes this size that the total amounts of retaining key concepts will decline. As a result, researchers are focusing on how to turn these kinds of classes into places that will allow the professors to pass knowledge on to their students. While at the same time, it is helping to increase the total amounts of social interaction and how everyone is learning these ideas. (Roland, 2008, pp. 303 314)