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CONSIDERING AN EVALUATION STRATEGY AND METHOD

In considering the Cultural Diversity Training program and thinking about stakeholder needs at this point in time, I would identify the program as being in the “Initial Implementation Stage”.  Staff facilitators (stakeholders) are in the early stages of delivering the Cultural Diversity training and are still working to reach their target audience (staff and faculty – also stakeholders).  The evaluation is timely, in that it will seek to provide information related to program implementation challenges and give the organization (stakeholder) valuable feedback.  The feedback will focus on opportunities to adjust and stabilize delivery of the program.

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Using a Development Strategy based evaluation with a “Troubleshooting Approach” is an effective means of identifying problem areas, thus giving senior leadership valuable information at an early stage to troubleshoot obstacles related to the program’s success.

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The strategy would include formative evaluation methodology which is flexible in nature and easy to adopt (Huey-Tsyh, 2005).  This is vital given the nature of the Cultural Diversity training and also affords valuable feedback from key stakeholders (staff facilitators, participants and students).  The feedback from staff facilitators would guide the evaluation from a program review perspective. Program facilitators, are well positioned to provide important information related to the implementation of the Cultural Diversity training; information that would serve to identify barriers to the program, guiding the development of strategies to reinforce and improve the Cultural Diversity Training program.  In receiving the training, staff and faculty participants can provide input with regard to how the training model could be further developed to meet longer term outcomes. Finally, as the target audience for the cultural diversity awareness outcomes, students would be a good source of evaluative measure in terms of improvement in service across the college and comment on whether the training has had an impact on their interactions with staff and faculty at the college.

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Taking Steps to Implement the Evaluation

Reviewing and Reframing Evaluation Questions

(Revised Questions)

In reviewing the questions to guide the evaluation design, I have modified some of the questions in the original plan.  It was important to modify some of the "Train the Trainer" evaluation questions to replace yes/no questions with queries that would provide more latitude in the answers.  I also added questions to provide additional evaluation feedback from stakeholders (students/senior leadership team).

  1. How were participants selected to become facilitators?

  2. What motivated individuals to become involved in the initiative?

  3. Do (Did) trainers feel prepared to conduct cultural diversity awareness training

  4. What was the perceived reaction to the training provided?

  5. What feedback has been articulated during the workshop?

Train the Trainer

  1. How has the training impacted the way staff/faculty conduct business?

  2. In what ways are staff/faculty more culturally aware of differences?

  3. Are there additional supports needed to continue to foster a culturally sensitive environment.

  4. What feedback has been submitted post-training.

Train the Staff

  1. Do students feel that faculty and staff treat them respectfully and are sensitive to cultural diversity?

  2. Do students feel that faculty faculty foster cultural awareness in the classroom?

  3. What additional supports/resources is senior leadership team prepared to provide to sustain the program

Ask the Stakeholders

Train the Staff

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