Staff are generally the most involved in day-to-day informal evaluation.
We all notice things that are working or not working well and we make
regular changes and shifts in our programming to compensate. For example,
we might realize that attendance in an evening class is dropping off
because students are having problems getting childcare. So, we might
bring the issue of scheduling to the board to discuss.
b) Volunteers
Volunteers are also well-placed to identify things that
work and things that don’t. Sometimes we as staff get so caught
up in the day-to-day that we might miss things. Volunteers are a great
resource to find out how things are going!
c) MTCU
The MTCU field consultant might also be a catalyst for
program evaluation. Every year, LBS agencies in Ontario are required
to review their activities together with their field consultant and
to complete a monitoring report. This activity could form the impetus
for a more formal program evaluation activity. It could also help
identify priority areas to examine.
d) Learners
And last but not least, don’t forget the learners. They are in
the best position to know what is and isn’t working. Incorporating
discussions about programming, activities and possible changes into
group activities is an excellent way to get this type of feedback. For
example, in my own program we do a regular “check-in” group
activity with learners and staff where we talk about what is and what
isn’t working in our centre. We also ask WHY it is or isn’t
working. And we ask for input and suggestions on what we can do to improve
things. This activity goes a long way towards getting learner “buy-in” … they
truly feel they are being consulted and that their opinions are valued.
Sometimes suggestions don’t work out, and that’s ok; at
the next meeting we talk about why that might have happened, and we
come up with something else.
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