Decision-Making Theory And The Evaluator
This article reviews the literature on decision-making as applied to program evaluation. The roles of information and of different skills in decision making are outlined, and the possible impact of decision-making heuristics is pointed out. Two decision-making theories that highlight the most contentious issues in the study of decision making are discussed. Finally, computerized decision support systems are introduced.
L'analyse de l'implantation : modèles et méthodes
This article presents some theoretical and methodological tools used in conducting an analysis of intervention implementation. Following a definition of this analysis, five analytical models of organizational change are given as examples of theoretical pathways for a contextual study of intervention implementation. Some methodological pathways arc also introduced, More specifically, the examples used in the article present appropriate research strategies for conducting this type of evaluation. The article concludes that implementation analysis is a complex method of evaluation that increases the usefulness of evaluative research results.
Reporting Evaluation Results To Senior Management: A Successful Canvass
The presentation of evaluation results to senior management is a key element in the utilization of evaluation findings, This article presents an approach to reporting evaluation results that provides clear messages to senior management, enhances credibility of evaluation studies, and improves utilization of evaluation findings. Two program evaluations that were undertaken at Indian and Northern Affairs are presented. These studies were conducted using multiple lines of evidence in a decentralized environment The characteristic of these studies is that the final evaluation reports presented to senior management were short and focused on senior management's areas of interest.
School Systems' Views Of Accountability Through Program Evaluation: A Case Example
In a time of increasing demands for accountability, school systems are considering how program evaluation can meet their accountability needs. This article examines how some urban and rural Saskatchewan school systems are defining the role of program evaluation. It interprets those views in terms of extrinsically, intrinsically, and ambivalently motivated accountability and discusses the findings within the context of the recently released report of the Minister's Advisory Committee on Evaluation and Monitoring.
Project evaluation decision rules: a reply to W.R. Cook
Assessing Patient Satisfaction With Health Care: Did You Drop Somebody?
This study has three objectives: (a) to compare socio-demographic characteristics of dropouts and completers of a health promotion program, (b) to assess each group's satisfaction with specific aspects of the program, and (c) to investigate the reasons for dropout. Data were collected by means of individual structured interviews with 19 dropouts and 20 completers randomly selected. Results show that the two groups do not differ on socio-demographic variables. Completers were significantly more satisfied than dropouts with only a few aspects of care. Investigating dropouts' motives added key information We conclude that useful measurement of patient satisfaction should focus on specific aspects of care and on survey dropouts as well as completers, and should assess dropouts' motives.
Selecting And Ranking Issues In Program Evaluations And Value-For-Money Audits
This article compares methods of selecting and ranking issues in program evaluations and value-for-money audits. It considers the following questions: Who should select the issues? What are the appropriate criteria for selecting issues, and can these criteria be collapsed into a single index of "issue importance" by which issues can be ranked?