Merrill Area United Way Outcomes Training (Part 2)

1. Merrill Area United Way Outcomes Training (Part 2) Art Lersch Associate Professor Community Resource Development Educator University of Wisconsin – Extension, Lincoln County July 23, 2008

2. Outline • United Way National Issues and Goals Overview • Outcomes Based Program Design • Interactive program design exercise

3. National Issues and Indicators Framework Advancing the common good by creating opportunities for a good life for all Brand positioning and promise Education Helping children and youth achieve their potential Income Promoting financial stability and independence Health Improving peoples’ health Pillars or Focus areas e.g., academic achievement Target issues e.g., Young people graduate from high school Intended results e.g., Public on-time high school graduation rate* Indicators *As measured by the averaged freshman graduation rate

4. National Goals • Cut by half the number ofstudents who drop out • Cut by half the number offinancially unstable lower-income working families • Improve by one-third number ofhealthy risk-avoiding youth and adults • 34 % in 2005 to 45% in 2018 = 1.9 million more healthy young people in 2018 • 35% in 2005 to 45% in 2018 = 29.2 million more healthy adults in 2018

5. Plan of Action Designing an Outcomes Based Program

6. The order of things! Is this right?

7. The Order of Things

8. Do steps one through four almost simultaneously! You can’t think about one element without thinking about the others.

9. Example Program Leadership Lincoln County A community –based leadership program administered by UW-Extension that seeks “to help existing and emerging leaders develop effective leadership skills.”

10. It all starts with understanding the situation • Define the problem/issue • State what caused the problem/issue • Indicate in general what may address the issue or help solve the problem • Define why it is important to address the problem/issue (the need)

11. Situation As the local population ages, existing leaders retire, and youth leave our county, there is a need to cultivate new leadership dedicated to spearheading positive organizational and community change. The Leadership Lincoln County Training Program will provide the knowledge base and skills required to become an effective leader in the community and in organizations. It will also provide skills that will help people better manage their personal lives.

12. Vision Remember the car?

13. Vision • What should long – term success look like? • Realistic but bold! • What is the potential “so what” factor? (What is possible?)

14. Vision • If the lack of competent local leaders issue is addressed, what are the most desirable outcomes? • What positive change will be the result of their action!

15. Vision Leaders who retire, move away, or pass away should be immediately replaced by stakeholders who care as much if not more for the community and its organizations, who are open to meaningful change, and who have the skills to mobilize others to improve local conditions. Tangible, positive change will be derived from the actions taken by this new leadership generation.

16. Short – Term Measurable Outcomes • What foundational pieces could get you to long – term success? • What can be accomplished in a year (or perhaps two)? • Do the short – term outcomes include most/all of the Outcomes Matrix elements?

17. Outcomes Matrix

18. Short – Term Measurable Outcomes (Leadership Program)

19. Short – Term Outcomes • Graduates join leadership program steering committee and help to make changes to the program that improved it as evidenced through program administrative records. • Graduates actively recruit fellow employees etc. to attend the program (shows application of what they learned and greater leadership abilities).

20. Teach to Learn Conduct an analysis of the two outcomes statements using the information in the previous two slides.

21. Indicators • What indicates that short – term outcomes are being achieved? • What are the “measurements?”

22. Indicators Graduates join leadership program steering committee and help to make changes to the program that improved it as evidenced through program administrative records. • Graduates join committee (How many and why?) • What specific changes did they suggest that were implemented? • How did those changes improve the program?

23. Evaluation Plan for Measuring Outcomes Source: Diagram created by educator based on elements of the Basic Guide to Outcomes Based Evaluation for Nonprofit Organizations with Very Limited Resources; Carter McNamara

24. Evaluation (Leadership Program; Short – Term/Immediate)

25. Evaluation/Short – Term (Leadership Program; Not Immediate) • What skills that you learned during Leadership Lincoln County are you currently using (less than a month after the last class) in your personal life, in your career, or in the community? • What new leadership opportunities have you assumed as a result (or at least partly as a result) of your participation in Leadership Lincoln County? • What other factors made you decide to take on the leadership role?

26. Evaluation Tools • Pre and Post Tests • Group Interviews • Focus Groups • Evaluations • Surveys/questionnaires • One on one interviews • Journaling • Grounded Theory

27. Outputs

28. Outputs (Leadership Program) • Number of students graduating from the program • Number of sessions taught and attended • Program curriculum • Number of graduates taking on new leadership roles in the community, in their organizations, etc.

29. Inputs

30. Inputs • Must determine short - term outcomes before you can tell whether or not you have the resources to do a program that will lead to the achievement of those outcomes! • Must determine capacity before you can think of long-term outcomes!

31. Inputs • Participants • Staff • Time to develop curriculum and to carry out sessions • Guest presenters/trainers • Steering committee members (advisory and administrative) • Presentation equipment • Session venues • Food • Evaluations • Copies of curriculum, agendas, etc.

32. Long – Term Outcomes

33. Potential Long – Term Outcomes (Leadership Program) • Through their new leadership activities, graduates are able to document that they spearheaded positive change within their organizations or in the community. (How are they using what they learned in the program?). • Graduates practice the traits of Level 5 leadership as exhibited by their public actions and their ability to motivate others, etc. (the ability to motivate others could possibly be evidenced through interviews with “followers,” etc.)

34. “Imagining” long – term outcomes will help you refine the vision (both at the beginning of and during program implementation)

35. Another Example Situation: Children are cared for and have fun as they become prepared for school. Ensure children (birth to 5) have positive development. Vision:All children start school ready to learn.

36. Another Example Short – Term Outcome: 75% of the children entering kindergarten will have the necessary skills to be successful by 2010.

37. Another Example Indicators: • Kindergarten readiness as measured by the MMSD kindergarten screener • Children, 0-5, screened through Ages and Stages; percentage at appropriate developmental stages

38. Another Example Evaluation: • What percentage of Head Start students are able to recite the alphabet within a short period of time? • What percentage of Head Start students can write their name within a short period of time?

39. Another Example Don’t forget outputs, inputs and Potential Long – Term Outcomes

40. Other Elements • Timelines/schedules • Who in the agency will be administering the program?

41. Small Group Task • Develop a program (re-develop an existing program) using an outcomes approach • Use your diagrams and the information in this PowerPoint to guide you • Start with the situation

42. Contact Art Lersch Associate Professor Community & Economic Development Educator University of Wisconsin – Extension, Lincoln County Arthur.lersch@ces.uwex.edu 715-536-0304