Beruflich Dokumente
Kultur Dokumente
and Evaluation
By
Abraha W.Michael, BSc N; BA Mgt; MSc in HM&E
Nov., 2009
Mekelle, Tigray, Ethiopia
1
Presentation out Line
Introduction
Basic concepts of management
Supervision and supervisor: Principles, Qualities, and
Types
Basic concepts of services and programmes
Basic concepts of Monitoring and Evaluation
2
Objectives
At the end of the training each participant
should be able to:
1. Discuss about service organisations.
2. State the qualities required by a supervisor
3. Define what monitoring is.
4. Develop a Logic Model on common health service
programmes
5. Identify the participants in the monitoring and
evaluation process and become familiar with their roles
6. List purposes of programme evaluation
3
Introduction
4
What Resources are used by an organisation?
Multiple resources are needed by an operating
organisation.
These resources can be represented by 8M’s.
Ramasamy (2003).
Basic Resources: Fundamental Functions: Stated Objectives:
The 8M’s End Result
The process of Management
Management
Men & women Planning Actuating
Motivation
Methods Organising Coordinating
Materials
Machine
Money
Market Illustration adapted from Terry and Franklin, 1999
What is management?
Management is the art of getting things done by a group of
people with the effective utilisation of available resources.
How many persons are needed to form a management? A
minimum of two persons are essential to form a
management.
A single person cannot be treated as a managing body
running any organisation.
Ramasamy, 2003
6
Cont’d
Motivation:
Motivation is a frequently used but poorly
understood term. (George and Jones ,1999)
8
Cont’d
9
Cont’d
Changes on social, political, economic and other factors
may have a significant effect on the people and may
even change the orders of priority which they fix for
themselves.
But it is quite doubtful whether the people change
basically. (Ramasamy, 2003)
Also, it may be easy to identify how a person can be
motivated, but it is often difficult to conclude why an
individual is motivated.
Consequently, any systematic analysis of motivation
must be concerned with both how and why people act
as they do.
Hodgetts (1984)
10
Supervision
Supervision is defined as guiding and directing efforts
of employees and other resources to accomplish stated
work outputs. (Terry and Franklin, 1999)
“Supervisor” refers to a person who is responsible for
overseeing the performance of employees at work.
Synonyms of Supervisor: Forman, Departmental
head, Charge head, Departmental in charge, overseer,
Sectional head, Head clerk, Charge man, Chief clerk,
Head assistant, Inspector, Superintendent, or Section
officer, etc (Ramasamy (2003)
11
Principles of supervision
1. Effective supervision ensures the achievement of the
objectives of an organisation.
2. Effective supervision is the function of the supervisor.
3. The definition of the roles of the supervisor and
acceptance of the organisation are responsible for the
efficiency of the supervisor.
4. The supervisor should analyse his group and decide which
course of action helps to achieve the objectives of the
organisation.
5. The success of any supervisor depends upon the effective
fulfilling of group needs.
6. Group’s survival and its progress towards its objectives
are the parameters to judge the efficiency of the
supervision. 12
Functions of Supervisor
A supervisor’s work is directly concerned with the
workers’ activities which are responsible for achieving
the objectives of an organisation.
Hence, the supervisor is regarded as a key person in
management.
Responsibilities of a supervisor are classified under:
Responsibilities towards workers or subordinates
13
Qualities of supervisor
A supervisor should have:
1. Technical knowledge and skills necessary to
his/her post.
2. Knowledge of the organisation (principles, degree
of delegation of authority, number of supervisees,
functions required specialisation, etc)
3. Ability to talk well (the art of talking)
4. Administrative ability (The art of getting co-
operation or co-ordination from workers)
5. Ability to listen
6. Honesty
14
Cont’d
7. Ability to memorise
8. Understand and respect the feelings of others
9. Ability for orderly thinking (Know the orderly
execution of work)
10. Complete information
11. Ability to judge the people (The ability of fair
assessment of workers)
12. Physical appearance (Should be commanding than
his subordinates)
13. Patience
15
Cont’d
14. Self-motivated
16
Types of supervision
Autocratic or authoritarian supervision: The
supervisor have full power and full responsibility for
group action. He expects only obedience.
17
Kinds of supervisors
Bureaucratic-Regulative: (The supervisor follows
rules and regulations)
Autocratic-Directive: (One way communication, strict
control over subordinates, superior on the technical
side of the job)
Idiocratic-Manipulative: Supervisor has close contact
with the top management and subordinates. He cares
about his security and advancement. He is of easy going
type. Subordinates have selfish mentality.
Democratic-Integrative: The supervisor wants to get
recognition, advancement and security for both his
subordinates and himself.
18
Supervisory techniques
19
Monitoring and Evaluation
Every time a management decision is made, some type
of rational evaluation should have been made. (Grobe,
1978; 62;1)
20
Defining a programme
9 Be specific
Make it comprehensible, clear
9 Be precise
Mention things precisely
9 Develop Models
Make use of models when making a presentation
Give a broad perspective
21
What is a Programme ?
Programmes is a part of a complex system of services
which operate to serve a particular population in need.
(Kumar and Mittal, 2003 and Swanson and Eisenberg, 1996, (19): 488)
Time
Context
Form
23
Programme:
structure – process – finality
The program is a structure operating processes to achieve
finalities.
25
Programme as a system of action
Time
Process
S-T Network
Programming
System
Finalities
Context
Form
26
Programming system and evaluation system
in programme space
Time
Evaluation
Programming
System
System
Context
Form
27
Relation between programming system
and evaluation system
Programmingsystem
Programming system Evaluation system
Evaluation system
Socio technical
Socio technical network
network
STN programming
Actors – knowledge -
- evaluator OR knowledge
resources and evaluation tools
Process
Process
Planning Definition of the project
Implementation Production of knowledge
Sustainability Utilization of knowledge
Finality
Finality
Reduction of problems Improvement of the
program 28
Alternative names of programme components
Program Components
CDC (1999) Donabedian Evidence Based,
(1990) Strategic Planning
(WB, 2005)
Input Structure Input/Resources
Activities Processes Processes/
Activities
Monitoring is:
Continuous
Systematic
30
Cont’d
31
Cont’d
Monitoring is frequently directed at learning whether a
programme is:
1. Serving the right people
35
The disadvantages of using only a
monitoring approach
Using staff as monitors takes them away from their
core functions. This could result in extensive hidden
costs.
Monitoring processes are often seen as less objective,
and therefore less credible, than external evaluations;
Internal staff do not usually have requisite levels of
technical skills in monitoring techniques. This could
result in significant errors in monitoring design and
implementation.
Kusek and Rist (2004)
36
Exercise
Imagine that you are climbing to Emba Alage.
Checking along the way to make sure you are
following the correct path is
like______________
37
Logic Model (LM)
What is a LM?
A LM is a commonly-used tool to clarify and depict
a program within an organization. It serves as a
foundation for programme planning and evaluation.
40
Cont’d
41
Elements of a LM
42
Definition of common elements of a LM
Inputs are the resources used in a programme. They
include financial, human or material resources, e.g.,
Technical personnel for testing
HIV test kits
45
STD/AIDS Programmes’ LM
47
LM for VCT Programme
Problem Identification: The HIV infection rate continues to grow, highlighting the importance of people – both HIV positive and negative – to
be aware of their immunologic status so to develop personal risk reduction strategies or to improve their health status by accessing care,
support and treatment services. People who do not know they are HIV negative may not be motivated to remain HIV negative, while those
who are HIV positive may not use prevention interventions to reduce HIV transmission to their children and others, or to use available
services.
OUTPUTS IMPACTS
INPUTS ACTIVITIES OUTCOMES
48
Example of Theoretical Evaluation Model for CTA
Logic behind the intervention: Not knowing the immunologic status impedes that HIV negative people stay motivated to
continue HIV negative; and that the ones who are HIV positive look for attention services, treatment and social support.
Counseling and testing are fundamental for the awareness of the immunologic status. The availability of the testing reduces
HIV transmission.
Planned
10000 users who
Availability of pre received pre testing
Testing and 90% of the
and post testing counseling
Counseling sexually active Reduction of HIV
counseling to all 9000 users
Team men from the occurrence
users 9000 tested users, developing risk
community with
reduction
consistent use of
6000 users that strategies and/or
preservative in all
received the result adherence to the
occasional
and post testing treatment
relations
counseling
Executed
7000 users received
Availability of pre 60% of the
Testing and pre testing
and post testing 3500 users sexually active
Counseling counseling, Maintenance of HIV
counseling to users developing risk men from the
Team 5000 users tested, occurrence
reduction community with
strategies and/or consistent use of
4000 users who
adherence to the preservative in all
received the result
treatment occasional
and the post test
relations
counseling
49
Stakeholders
Partners can be persons or organizations having a deal
in an evaluation and the knowledge gained from it.
(CDC: Framework for Programme Evaluation in Public Health:
September 17, 1999; 48 (No. RR-11)
50
Cartography of actors’ interests towards evaluation
(Patton, 1997)
Stakeholders,the
Stakeholders, theprogram
programand
andthe
theevaluation
evaluation
high
ofstakes
Importanceof
Importance
Moderate
low
51
Evaluation
“To evaluate consists fundamentally in making a judgment
of value regarding an intervention, a service or regarding
any one of their components, purposing to help in
decision making”
Contandriopoulos et al. (1997)
53
Purposes of Evaluation
Rossi and Freeman(2004) identified four purposes of
evaluation. They are:
Programme improvement
Accountability
Knowledge generation and
Hidden agenda
56
Tool
What do we know about the programme we are
about to evaluate?
Process Which actions have been planned? Which actions have been
accomplished and how are they related to each other?
Does the programme benefit from recurring resources? Is
there an established routine to its actions?
Reflexivity Is there an
programme?
established mechanism to revise the
57
Evaluating what?
58
Evaluating what? Doesthe
Does
programme
the
programme
answer
answer
theneeds?
the needs?
Isititthe
Is theright
right
Programme?
Programme? Whatresults
What results
doesititgive?
does give?
Haveyou
Have youtaken
taken
thenecessary
the necessary
stepsto
steps to
succeed?
succeed?
Arethe
the Canyou
Can youprove
prove
Are
interventions
interventions ititworks?
works?
fit?
fit?
YOUR
PROJECT
Structure
Structure Process
Process
Process
S-T Network Programming
System
Finalities Results
Results
Context
Form
Impacts
Impacts
60
Questions about relevance
Are we intervening
in the right
manner?
Time
Are we
intervening on
the right
problem? Process Are we intervening
for the right
S-T Network
Programming population?
System
Finalities
Context
Form
61
Questions about implementation
Process
S-T Network
Programming
System
Finalities
Context
Form
62
Questions about structure
Are we succeeding in
mobilising the
necessary resources
and actors to carry out Time
the programme? Are
the right actors
mobilised?
Process
63
Questions about processes
Have we taken the
necessary steps
Has the expected to succeed?
degree of Time
collaboration been
reached?
How innovative
Process
is the
programme?
S-T Network Programming
System
Finalities
Context
Form
64
Questions about results
Finalities
Context
Form
66
Evaluation Approaches
Formative Evaluation:
Is performed during the entire planning process and
programme execution.
Purposes learning and the construction of
alternatives for programme improvement.
Answers questions such as:
68
Relation between Formative and Summative
Evaluation in a Programme
Formative Evaluation
Relative Emphasis
Summative Evaluation
Programme Life
69
Relationship among Evaluation, Planning,
Implementation and Effects
70
Evaluation way of Thinking
Effects upon the Targeted
Population
Achieved
Is there a difference?
Performance
Is that difference acceptable? Level
How can that difference be explained?
Planned
Intervention
Executed
Implementation
Level
Planned
71
What do we monitor or evaluate?
Input/Output Monitoring: Refers to follow up of information
about inputs or resources and about outputs resulting from
the programme activities.
It answers questions such as:
Which services were provided?
Which resources were used?
73
Cont’d
Why process evaluations?
The main reasons for conducting process evaluations
are:
Accountability
Programme development and improvement
To help others set up similar services or networks
Process evaluation supplements programme process
monitoring.
Programme process monitoring is a systematic and
continual documentation of key aspects of programme
performance that assesses whether the programme is
operating as intended or according to some appropriate
standard.
74
Cont’d
Process evaluation answers questions such as:
Was the intervention implemented according to
what was expected?
Are the actions wherever they are supposed to be,
reaching the population which it was
programmed to reach?
Do the users have access to the intervention?
Which barriers make that access difficult or
unfeasible?
Example: Was the programme implemented as
planned? That is, the qualification was adequate, inputs
were available when needed, etc.
75
Outcome Monitoring
Outcome monitoring is the continual measurement of
intended of intended outcomes of the programme,
usually of the social conditions it intended to improve.
76
Cont’d
77
Outcome Evaluation
Contemplates or encompasses the explanations about
the reasons why the programme activities achieved or
not its outcomes referring to the target population.
Gives emphasis to causal relations between
intervention and effect.
Answers question such as:
Does the intervention explain the expected
outcomes?
Example: Was the Project responsible for the
increase of condom use? How?
78
Impact Monitoring
79
Impact Evaluation
Description Matrix
ts
pu
planned executed
in
congruency
s e
iti
tiv
ac
contingencies
st
uc
od
pr
Description Value
81
Stake 1973