Component Program Strategy - Assignment Example

Component Program Strategy There are numerous strategies for measuring the outcome components of a program. The strategies can have a foundation on programmatic objectives or outcome measurements of the said program. Therefore, one common strategy of measuring the outcome components of a program is through asking the correspondents questions relating to the program. The questions serve to assess the level of knowledge of the correspondents in respect to the program. The questions can single or multiple form.

For instance, in inquiring whether the respondents have knowledge about a program-measuring patient’s knowledge, one can ask an independent question. The question can be about the eligibility of welfare while one lives with another biological parent. Another instance is the case of Florida’s FTP program where there is asking of a single question about whether there is a limit to which one can receive cash benefits (Statewide wetlands strategies: A guide to protecting and managing the resource, 1992).

In addition, one can also make use of multiple questions to enhance the smooth development of the outcome components of a program. The multiple question strategy differs across the various question levels. For instance, the first multiple question strategy can measure the program knowledge level in a different way with each independent question and make a separate analysis of each question. There is also the two-tier questions strategy that measures the familiarity with the program. The other strategy assesses the understanding of detailed rules.

For example, the use of questions with two sets for every welfare incentive program in which the leading question makes inquiries about the familiarity and eligibility suitable for receiving of incentives. Ultimately, the second set is where the questions inquire about the details of rules pertaining the eligibility requirements (Frechtling, National Science Foundation, Directorate for Education and Human and Resources & Westat, Inc., 1995).From the foregoing, it follows that the questioning method in ensuring the good development of a reliable outcome of any program.

Therefore, researchers should work towards ensuring the best strategy is applicable at any given moment to ensure that the outcomes are worth implementing for the benefit of the users. Good outcomes have the possibility ensuring that evaluations are detailed and up to date all the time. According to Nam (2008) questioning qualifies as the best strategy for ensuring the development of outcome components of the best program. The other strategy for the development of outcomes is through the provision of educational opportunities.

Such opportunities include the organization of events such as conferences, online courses, and newsletter series to the public. The events should work towards the benefit of people for instance if it is in the healthcare sector, they should benefit the professional caregivers and families. The development of outcomes has great reliability on the set objectives. In conclusion, in assessing the dissemination efforts and the associated outcomes has the potential of crystalizing tradeoffs occurring in the selection of goal-based or goal free approaches.

If there is more planning of the dissemination of outcomes, it acts in favor of the goal-based evaluation thus increasing the likelihood of having the dissemination outcomes become identifiable and traceable. At this point, the evaluator contains clues concerning where to find dissemination attempts evidence in the need to assess the possibility if footprint identification in future (Berk, 2006).ReferencesBerk, R. A. (2006). Thirteen strategies to measure college teaching: A consumers guide torating scale construction, assessment, and decision making for faculty, administrators, and clinicians.

Sterling, Va: Stylus Pub.Frechtling, J. A., National Science Foundation (États-Unis). Directorate for Education andHuman and Resources., & Westat, Inc. (Firme). (1995). Footprints: Strategies for non-traditional program evaluation. Arlington, Va: National Science Foundation.Nam, K. (2008). Program participants understanding about program rules and its effect onprogram outcomes: Non-custodial parents knowledge about child support rules and its impact on child support payments.Statewide wetlands strategies: A guide to protecting and managing the resource. (1992).Washington, DC [u.a.: Island Press.