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Measuring Impact: Methods and Metrics for Face-to-Face Classes and
Social Media Outreach
Barbara O’Neill, Ph.D., CFP®, CRPC®
Distinguished Professor, Rutgers University
Are You Evaluating Your Educational Programs?
If so, how?
The Million Dollar “So What?” Question…
At the end of the day…did your educational program make a difference?
How do you know?
• What gets measured gets funded
• With evaluation results, you can…
– assess impact of programs on learners
– see if you accomplished what you planned
– know if a program was “worth it”
– celebrate success and learn from failure
– make informed decisions to improve, hold, or fold programs
– promote your program and win public support
We are in an “Accountability Era”
Consider a Third Party Program Evaluator
• Some funders require this (e.g., FINRA Investor Education Foundation)
• No potential for conflict of interest by one entity performing both the education and evaluation role
• Takes evaluation “monkey” off busy educators’ back
• Build into grant funding requests
• See http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html
• Begins with the end in mind
• Explains what a program is and what it will accomplish
• Shows relationships between inputs, outputs, and outcomes
Introducing the Logic Model
Building a Strong Financial Education Program
INPUTS OUTPUTS OUTCOMES
Program
investments
Activities Participation Short Medium
What
We
Invest
What
We Do
Who We
ReachWhat Results
SO WHAT??
What is the VALUE?
Long-
term
Staff
Money
Time
Volunteers
Partners
Equipment/Technology
Policies
Research
INPUTS
OUTPUTSWhat We Do Who We Reach
ACTIVITIES
Assess needs and assets
Design curriculum
Educate students
Conduct workshops
Facilitate learning groups
Sponsor conferences
Work with the media
Partner – collaborate
PARTICIPATION
Participants
Clients
Customers
Users
Groups
Reactions - Satisfaction
OUTCOMESWhat Results for Individuals, Organizations, Communities..…
SHORT
Learning
Awareness
Knowledge
Attitudes
Skills
Opinion
Aspirations
Motivation
MEDIUM
Action
Behavior
Practice
Decisions
Policies
Social action
LONG-TERM
Conditions
Human
Economic
Civic
Environment
OUTCOMES
Commonly Measured Items That Are Not Outcomes
• Participant satisfaction
• Number of people taught
• Units of education completed
• Number of events held
• Time and money spent
• Level of effort
Question
What are some outcomes for your educational programs?
Impact Evaluation Data Collection Methods
• Surveys (Paper or Online)
– Post-evaluation only (short programs)
– Pre- and post-evaluation
– Follow-up (e.g., 3 months later)
• Focus groups
• Interviews
• Observations
• Tests of knowledge/ability
• RARE: Control groups and longitudinal studies
Typical Survey Questions
• General reactions to the program
• Changes in knowledge
• Changes in motivation, confidence, and abilities
• Intended changes in behavior
• Actual changes in behavior
• Future programming needs and preferences
• Demographics of participants
• Qualitative/open-ended responses
Post-Then-Pre (Retrospective) Evaluation
Method • Compares knowledge and attitudes before and
after a financial education intervention
• Administered once at the end of the intervention
• Helps avoid biases due to people thinking they know more than they know
Case Example: Humpty Dumpty
“Humpty Dumpty sat on a wall,
Humpty Dumpty had a great fall,
All the king’s horses and all the king’s men
Couldn’t put Humpty together again”
So Who/What Was Humpty Dumpty?
Probably
NOT what
you think!
Post-Then-Pre (Retrospective) Evaluation Method
• Why? Because people don’t know what they don’t know!
• Who knew what Humpty Dumpty really was?
• Five point rating scale
– 1 = Strongly Disagree
– 5 = Strongly Agree
• Post: After listening to Barb, I know the history of the Humpty Dumpty nursery rhyme
• Pre: Before listening to Barb, I knew the history of the Humpty Dumpty nursery rhyme
Post-Then-Pre Evaluation• Also known as a “Retrospective” evaluation
• Helps identify changes in knowledge, attitudes, and behavior
Another Post-Then-Pre Evaluation Example
Big Advantage: Avoids the problem of learners under-estimating what they don’t know before a program
Critical Incident Technique
• Qualitative evaluation research method where program participants tell personal stories
• Often used with “Train the Trainer” programs for professionals (e.g., teachers, librarians)
• Incidents are categorized and deemed successful (positive results) or unsuccessful (negative results)
http://www.joe.org/joe/2013june/tt2.php (Journal of Extension article)
More About the Critical Incident Technique
http://www.adb.org/documents/information/knowledge-solutions/the-critical-incident-technique.pdf
•Ask subjects to describe- through interviews-incidents that they handled well or poorly (need not be spectacular events)
– Example: How did library staff handle patrons’ personal finance questions?
•Provides rich personal perspectives
•Pre-intervention and Post-intervention comparison of number and type of incidents
Critical Incident Technique Example: NYPL Grant
Program Title: Money Matters
CIT Questions in NYPL Financial Education
Evaluation• Think about your experiences helping patrons with personal finance
questions. Remember a time when you had a successful experience helping someone with these types of questions. Please write down what happened.
• What made this a successful, positive experience?
• Think about your experiences helping patrons with personal finance questions. Remember a time when you had an unsuccessful experience helping someone with these types of questions. Please write down what happened.
• What made this an unsuccessful or challenging experience?
CIT Summary in Final NYPL Project Evaluation Report
“The change in the percentages of the types of incidents is indicative of change in attitudes and abilities. Also, a new category appeared in the successful incidents, Increased Knowledge/Confidence/Satisfaction, which was not present in the Pre-training Survey. Furthermore, for the unsuccessful critical incidents, the category Lack of Training/ Knowledge which was the most frequently seen theme for the Pre-training Survey was not found at all in the Post-training Survey.
These findings resonate with quantitative findings and provide confirming evidence that the Money Matters training has been successful in improving participants’ knowledge of personal finance and their ability to be successful in handling patron inquiries. Additionally, staff members provided eloquent testament in their qualitative responses that their skills have been enhanced and their attitudes and behaviors became more positive for ably handling personal finance queries” (Radford, 2013).
Social Media Evaluation Methods
Triangulation (Multiple Methods) Evaluation Approach
• Unique Twitter hashtag: #eXasw
• Follow-up follower/friend survey
• Follow-up project participant survey
• bit.ly analytics to determine number of clicks on unique embedded links
• Pre- and post-ASW Twitter influence metrics (Klout score)
Klout Score Progression• Klout is a measure of a person’s “influence” on twitter
• Based on an algorithm with factors such as number of followers and number of retweets
• Go to www.klout.com and log in with Twitter or Facebook
– 2011: 11.22 to 19.68
– 2012: 20.3 to 29.3
– 2013: 32.6 to 39.6
– 2014: 29.76 to 38.84
– 2015: 23.8 to 30.7
Twitter Chat Evaluation Methods
• Online survey (e.g., Qualtrics) link embedded into final tweets (with prizes as an incentive to complete)
Dr. Barbara O'Neill @moneytalk1Apr 29
Please let us know if U found #SSHWchat helpful & take this brief survey: https://rutgers.qualtrics.com/SE/?SID=SV_9X0V77kUKhOqlWB … Will pull winners at 1:30 pm #sshwchat
• TweetReach: http://tweetreach.com/ or Hashtracking: https://www.hashtracking.com/ (type in hashtag to pull a report)
• Follow-up contact from participants (Twitter direct messages, e-mail, etc.)
• Traffic to Web site during and after a chat
• Other?
Sample TweetReach Report
Archive a Twitter Chat With Storify and Track Use
https://storify.com/ Storify is an organized collection of tweets
with links, photos, etc. to “tell a story” from Twitter contentVideo: https://www.youtube.com/watch?v=l9iHniFjiVc
Storify Samples:
https://storify.com/RutgersNJAES/small-steps-to-health-and-wealth
https://storify.com/RutgersSEBS/cook-douglass-community-day-2014-at-rutgers
https://storify.com/wisebread/how-are-you-saving-for-retirement
https://storify.com/JerryBuchko/mcpd2014-twitter-chat-archive-1
One Last Step: Share Your Program Evaluation Results
WHAT?
SO
WHAT?
NOW
WHAT?
Who Needs to Know About the Results of
Your Educational Programs? Why?
Impact Statements: Intentions
As a result of participating in this financial education program, X% of participants reported that they…
• plan to do/use/adopt…
• are more knowledgeable about…
• are more confident in their ability to…
• are more likely than before to do/use/adopt…
• will do/use/adopt…
…a particular attitude, piece of information, or behavior.
Social Media Impact Reports
• Number of participants
• TweetReach report outreach numbers
• Participant survey data
• Data from other feedback methods
• Sample Evaluation Report: http://www.slideshare.net/BarbaraONeill/sshw-twitter-chat-impact-statement-0414
Public Value Approach
Private benefits accrue to program participants
Public benefits are benefits to those who did not
participate in a program
© 2007 Regents of the University of Minnesota
Public Value Statements
• Focus on an outcome that matters to stakeholder(s)
• Use stakeholder’s language
• Avoid jargon and empty words
• Should be short and believable
Participants in a nutrition program…
have been shown to increase their
consumption of fruits and
vegetables…
which has been shown to reduce the
incidence of diabetes…
which directly improves
quality of life for
participants.
which reduces public
health costs for all
citizens.
© 2007 Regents of the University of Minnesota
Participants
Changes
Outcome
Private benefits Public value
© 2007 Regents of the University of Minnesota
Public Value Statement Template
When you support _______________________program,
participants will ______________________________,
(changes)
which leads to _______________________________,
(outcomes)
which will benefit other community members by
_____________________________________________.
(public value)
© 2007 Regents of the University of Minnesota
Question
What are some public values for your educational programs?
• Launched in 2012
• Active online teaching community comprised of – Cooperative Extension faculty – Military family service professionals from the DoD, branch services– Non-governmental organizations
• Federal government grant-funded program is a collaborative effort of– eXtension– Cooperative Extension– DoD– NIFA, USDA
Military Families Learning Network
Personal Finance (MFLNPF)
•Personal Finance Concentration Area
– Builds the financial management capability and educational background of financial counselors and educators
Military Families Learning Network
Personal Finance
• Monthly web conferences offer credentialed participants the opportunity to earn continuing education unit (CEU) credit at no cost.
• Since 2012, the MFLNPF Concentration Area has provided certificates for almost 8,000 CEUs to personal finance web conference participants through the delivery of 61 online web conferences on a wide variety of personal finance topics.
• Link for webinars presented by all MFLN concentration areas: http://www.extension.org/pages/62581/military-families-learning-network-webinars
–Seven topic areas including Personal Finance
• Webinars are free and require no advance registration
• All webinars are marketed and archived on an eXtension Learn page
–Example: https://learn.extension.org/events/2149
MFLN Webinars
2012-2015 MFLNPF Webinars
• All MFLNPF webinars are archived at https://learn.extension.org/events/tag/mfln%20personal%20finance
• First webinar: 2/2/12- Housing and Foreclosure for Military Families
• Last 2015 webinar: 12/1/15- 2015 Personal Finance Year in Review
• Total of 56 webinars in four years (14 webinars per year)
More About MFLNPF Webinars
• Received 2014 AFCPE Outstanding Educational
Program Award
• Often include two presenters on a topic
–One for a general overview and one
for military-specific applications
• Available online 24/7/365
• CEU credit available upon 80% score on a 10-
question quiz
Image derived from photo by Dr. Irene Leech, Virginia Tech
Webinar Evaluation
48
Webinar Evaluation
49
Webinar Evaluation
50
Measuring Virtual Engagement
PF SMS iconsPF SMS icons
51
Facebook Insights
Sprout Social
Google Analytics
PF SMS iconsPF SMS icons
52
Facebook Insights
PF SMS iconsPF SMS icons
53
Sprout Social
PF SMS iconsPF SMS icons
54
Google Analytics
PF SMS iconsPF SMS icons
55
Social Media measurement tools can help
online communities of practice measure their
impact within their communities.
This data is valuable to stakeholders who wish
to see proof of interaction and engagement
among online community members.
Many social media measurement tools are free
and easy to use.
Questions and Comments?
Barbara O'Neill, Ph.D., CFP®, CRPC
Extension Specialist in Financial Resource Management and Distinguished Professor, Rutgers University
Phone: 848-932-9126
E-mail: [email protected]
Internet: http://njaes.rutgers.edu/money/
Twitter: http://twitter.com/moneytalk1