AHSC 260 Final Exam Study Guide PDF

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AHSC 260Study guide for final QuizWhat is a program 1. Planned and purposeful sequence and combination of activities designed to achieve specified goals 2. It is the benefits, the outcomes, and the people involved which are the true reason that programs exist, not the program itself 3. There can be ...

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AHSC 260 Study guide for final Quiz What is a program 1. Planned and purposeful sequence and combination of activities designed to achieve specified goals 2. It is the benefits, the outcomes, and the people involved which are the true reason that programs exist, not the program itself 3. There can be programs in; human relations, therapeutic recreation, leisure, family life education, community service, human systems intervention... * Benefits/outcomes or efficiency vs effectiveness Efficiency How much does a program provide in relation to its cost? Effectiveness What is the quality-of-life changes because of participating in the program? Phases of the program cycle

c. Conduct summative evaluation

e. Make adjustment sand continue implementing program

d. Assess participants needs

Identify organizational Philosophy and Mission

e. Conduct formative

a. Engage in pre-program tasks f.

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b. Plan and design program

Implement program

First, Identify organizational philosophy and mission… Organizational programming philosophy learned or developed Framework that reflects the values and beliefs of the organization Organization goals and objectives Specific program goals and objectives Only after needs assessment! Then… A. Assess participants needs Needs (Nova example: need of people that are losing autonomy, because of dementia or any other diseases, older adults, family needs for what? Assistance such as maintenance, cognitive stimulation “what you don’t use, you lose” like card games, word searches, music/art appreciation) B. Plan and design program*Design for impact: Impact is what we all aim for in our programs. It is the benefits people organizations or communities will receive and the difference our efforts will make. C. Engage in pre-program tasks Such as marketing, budgeting, etc… D. Implement program E. Conduct formative evaluation F. Make adjustments and continue implementing program G. Conduct summative evaluation *Needs assessment definition: A systematic inquiry about needs, attitudes, behaviors, and patterns of both participants and non-participants

Characteristics of program leaders Charismatic, good communication/listening talents/weaknesses, etc.

skills,

empathetic,

knows

Approaches and theories to identify them when analyzing a program 2

how

to

use

Logic model

Difference between a process, output, and outcome objectives Mission vs Vision Statement Vision:

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

“Short enough to be put on a t-shirt”



Articulates what an organization wants to do and where it wants to be in the future



identify and clarify the “



Usually, a statement



Motivational, inspirational

VMOSA Vision, Mission, Objectives, Strategies, and Action Plans Primary and secondary dimension of diversity Diversity: is about people themselves, similarities, unique characteristics as groups and individual Inclusion: is about the extent to which people both have the opportunity and feel welcomed to fully be part of and contribute Together, uniqueness, that welcomes them and respects them and can be part of the collective  

Primary dimension of what is visible: age, ethnicity, gender, mental and physical ability Secondary dimensions: cultural perspective that influence (economic class, education)

Equity and Equality Equalitysameness/Equityfairness Situational assessment 

“Old” versus “New”



Needs assessment looks at problems



Situational also takes into consideration strengths and opportunities as well as determinants of health



Identify Key questions:  What is the situation?  What influences are making the situation better or worse?  What possible actions can be taken to address the situation?



Develop a data gathering plan



Gather the data



Organize and summarize the data



Communicate the information

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

Consider how to proceed with planning

Different determinants of health The determinants of health include: •

The social and economic environment

•

The physical environment

•

The person’s individual characteristics and behaviours

•

Income and social status - higher income and social status are linked to better health. The greater the gap between the richest and poorest people, the greater the differences in health.

•

Education – low education levels are linked with poor health, more stress and lower selfconfidence.

•

Physical environment – safe water and clean air, healthy workplaces, safe houses, communities, and roads all contribute to good health. Employment and working conditions – people in employment are healthier, particularly those who have more control over their working conditions

Needs assessment is… Objective measurement •

Facts

•

Statistical representation of a phenomenon

•

Frequency or incidence

•

Who

•

Where

•

Degree of severity

•

Becomes a problem when judged to be harmful, negative, or pathological

•

Definition of needs assessment: a systematic inquiry about needs, attitudes, behaviors. And patterns of both participants and non-participants Needs assessment: why, what, how, where, when, who

• • 5

*Triangulation Needs that are not being…  Perceived/Felt Need: – A person’s perception of their needs – Usually obtained using social survey/questionnaire, public forum, focus group – Parents indicating a need for more social/recreation programs for their adult children with mental disabilities  Expressed Need – Felt needs that are acted upon – Usually obtained using service statistics – Service statistics show that clients are using many referral/information resources to find such programs, but there are no social/recreaction programs being used • Normative Need – Need identified (usually by an expert) based on a norm – Usually obtained by extrapolating from existing studies, and resource inventories – National surveys show there is a large number of adults with severe mental disabilities in Franklin county AND a resource inventory shows that there are no social/recreation programs being offered. Key steps of a situational assessment 

Identify Key questions:



 

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What

What influences

is are

making

the the situation

situation? better or

worse?



What

possible

actions

can

be

taken

to

address

the

situation?

Distinction between Goal and Objective Goal is not measurable, but objective is. GOALS 

Broad statement of intent



Expected outcome



Not measurable, but gives direction



Should be compatible with agency mission and related to the social problem you are addressing

OBJECTIVES   7

Need to be SMART (Specific-Measurable-Achievable-Realistic-Time) Need to include – Audience (who) – Behaviour (what) – Criteria (when)



Degree (how well)

ABCD An Objective has; Audience (who), Behaviour (what), Criteria (when), Degree (how well) Goals and Objectives 1. Audience: Who are your learners (who will be doing the performance)? 2. Behavior: Describe the task or behavior using action verbs -- be sure it is something that can be heard or something that is observable. 3. Conditions: Under what conditions (what tools, aids or reference materials can the learner use? Are there things that they won't be able to use?) 4. Degree: To what degree of mastery -- how well must it be done (speed, accuracy, quality, etc.)? Examples of Learning Objectives using the A.B.C.D. Method Below are some example objectives which include Audience (A), Behavior (B), Condition (C), and Degree of Mastery (D). Note that many objectives put the condition first. Students will explain the social responsibility to ensure that adequate legal services are provided to those who cannot afford to pay for them in three paragraphs. Students will describe the steps in planning factual investigation in legal research, including identifying and formulating relevant legal theories, generating alternative solutions and strategies, applied to a hypothetical case. Here are some examples of how to use the ABCD format of Program Objectives to develop objectives for Extension programs. ♦ After viewing the pruning demonstration, (CONDITION), participants (AUDIENCE) will demonstrate (BEHAVIOR) the correct (DEGREE) procedure for pruning fruit trees ♦ 4-H Junior Leaders (AUDIENCE) who have participated in the community service learning experiences (CONDITION) will identify (BEHAVIOR) three (DEGREE) ways their attitudes have changed about homeless individuals. ♦ Given the worksheets and formulas presented in the sessions (CONDITION), seminar participants (AUDIENCE) will be able to estimate (BEHAVIOR) with 80% accuracy (DEGREE) the savings they can realize by switching feed supplements for their beef cattle herd. ♦ Given the information presented in the seminar (CONDITION), program participants (AUDIENCE) will begin an exercise program (BEHAVIOR) that includes at least 2,000 more steps each day (DEGREE). Program Formats 1. Competition

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

Provide participants opportunities to compete with

others of similar skills and abilities, or have

mechanisms to equalize the competition between individuals 





Must consider skills and abilities of participants and adapt level/intensity of competition Participants should feel they are competing in a safe and fair environment Common methods include Tournaments, Contests, League play



Examples: using gym track for jogging or library for reading

3.Special events Unusual or extraordinary activities or happening of some importance High energy program of short-term duration



Leadership comes from inside the group



Formal or informal

5. Instructional/Class 

Highly structured teaching/learning experience



Group of people meeting together to study the same topic over a specific period of time



Require structure and organization



Must consider physical condition and surroundings, intellectual atmosphere, emotional climate and social structure

Deviates from normal routine and requires careful and extensive planning Generate interest, publicity, enthusiasm, and participation Often introductory or culminating event of program

2. Drop-in 4. Clubs/interest group 





No particular schedule and need very little supervision or leadership Facility or area where individual can participate; equipment may or may not be provided Element of freedom; no commitment

People seek opportunities to be together with others who have similar interests Group of persons organized for some particular purpose



Extending services to individuals outside traditional modes of delivery: to a broader segment of population



Individuals who can’t travel to avail themselves for our programs

Usually formed on basis of age or activity interest or the exchange of information and ideas Internal organization among members 

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6. Outreach

Rules of how to function (bi-laws)



Mobile service delivery – take program to participant

relatively short period of time



Include small group interaction



Continuous and uninterrupted





Can be used for instructional purposes or for problem solving

Convention, conference, training, workshop, seminar, clinic

7. Workshop/Conference 

Program form with an intense content conduced over a

Program life cycles and give an example, Promotional considerations which need to be looked at Purpose of budgeting • Financial control  Expense and Revenue • Management Revenue used in an efficient manner to provide services • PlanningWhat goals are we using the revenue for

9 steps related to setting a price as reviewed in class Step 1: Understand pricing trends

Step 4: Determine the proportion of cost

Step 2: Understand budgets

Step 5: Identify appropriateness of differential opportunities

Step 3: Calculate cost of program

Step 6: Examine alternative funding possibilities

Step 7: Consider psychological dimensions of price Step 8: Establish the initial price Step 9: Understand price revision decisions

Fixed cost, direct variable cost and indirect cost Fixed costs: Costs that are directly attributed to a specific program that are assumed to remain constant during a specified period regardless of number of participants Examples: Rental of facility for aerobics program, Bus rental

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Variable costs: Costs that are directly attributed to a specific program and that vary proportionately based on number of participants Example: Supplies and equipment, snacks, museum entrance fee, staff if over a certain number of people Indirect costs: Those (overhead) costs that an organization incurs regardless of whether it operates a specific program Includes: Administrative salaries, Office equipment and computers Organization promotion Custodial services, Utilities Nevertheless, these costs must be absorbed by program Brand positioning 

The crucial element to positioning is differentiation.



There are many ways in which a brand can be perceived to be different: Attributes/benefits it provides Price



When it is consumed, who consumes the brand

Ways to promote 1. Advertising Paid, non-personal, communication regarding programs, events, etc. Billboards, signs, magazines, newspapers, radio, tv **focus on this today 2. Publicity Non-personal communication Message controlled by media because not paid for Feature newspaper article, public service announcement 3. Personal selling Using personal influence to affect potential participant behaviour One to one contact Manipulation vs word of mouth? 4. Sales promotion Paid communication activities (other than advertising) that stimulate potential participant

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behaviour Incentives, giveaways, 2 for 1 registration demonstrations, limited time offers Not part of ordinary promotion routine Difference between qualitative (words) and quantitative (numbers) evaluation Qualitative Methods – Words – Holistic – Evaluator is instrument – Effective for program process Quantitative data helps us understand large numbers of evaluations easily, but the data is often shallow. Quantitative Methods – Numbers – Looks at one part of program Paper and pencil are instrument – Effective for program product Qualitative data helps us understand in-depth details, but usually it is designed for small numbers of people. 1. Students know the guiding questions related to evaluation 2. Students can name some the strengths and weaknesses of diverse promotional tools 3. Students can evaluate promotional material based on what we have reviewed in class. 4. Students can demonstrate their ability to differentiate between process, output, outcome, and impact evaluation 5. Students can demonstrate their understanding of differential pricing strategies Short Answer Questions You will find below 6 questions, 2 of these will be on your final quiz: 1. Draw and explain in your own words the different phases of the program cycle. – Determine the organization's mission and philosophy – Identify the participant’s requirements

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– Create a program plan. – Complete duties prior to the start of the programme. – Put the program into action – Evaluate it formatively – Make necessary adjustments and continue to implement – Adjust and keep going with the program – Conduct a summative assessment 2. Write your own mission, vision statement, and share a goal and two measurable objectives related to your goal. Mission: My mission is to be healthier overall; I wish to feel better about myself inside and outside. Vision Statement: Feeling healthy, psychologically, mentally, and physically. Goal: Having a healthier lifestyle. 2 measurable objectives: Go to the gym at least 3 times a week, workouts need to last at least 30 minutes, have a vegetarian diet for 1 day a week. 3. You are a consulting firm offering your services to evaluate the youth programs at your local YMCA. What are the benefits of doing the evaluation for the YMCA? What are the benefits for the participants? Benefits for YMCA: Evaluating staffing strategies or budgeting strategies can improve efficiency. Getting feedback from the staff and participants can make the program more approachable and effective in long term, helps confirm the needs of the staff and participants. (Eliminate detrimental elements, such as poor staffing/maintenance/program delivery// address risk management /safety issues, such as constant monitoring of staff performance and equipment supports a risk management plan) Benefits for the participants: Participants will be more prone to come back if needs assessment is done right. They will feel that their needs are being heard. Thus, the program can improve and boost effectiveness. It also increases participants satisfaction by correcting/adjusting aspects of the program. 4. What are ways to make sure an evaluation process is strong? How was it put together and implemented? 13

How facilities were arranged How teams were formed 5. Explain the four approaches to Risk Management in program design. Four approaches – Eliminate the risk – not offering something – Accept the risk – spraining an ankle in sports – Transfer the risk to another – insurance company, waiver – Reduce the risk – actions take to limit risks (i.e.: helmet)

6. Draw a generic logic model and explain each phase in your own words. Input: Staffing, budgeting, promotion, equipment, space, etc. what you put in the program Outputs: This includes activities and participation. At this stage, it is a process. We watch as the sequence of activities set to realise an ultimate goal (or mission). The output is what we do and who we reach with it. Outcome: This stage is the impact. It is composed of the short, medium, and long term (ultimate impacts) results. What the participants learn is a short-term result for example. A medium result would be a change in their behaviour, it is an action. Lastly a long-term result would be the new conditions of the participants, either social, economic, civic, or environmental.

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