Difference between revisions of "Outcomes"

Difference between revisions of "Outcomes"

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{{Term|OUTCOMES|Statements of benefits for learners during or after their participation to a program of formal or [[Informal Learning|informal learning]]. Generally they relate to [[Knowledge|knowledge]] or skills gained, attitudes, values, behaviors changed, as well as to condition or status improved. Outcomes differ from [[Learning Objectives|learning objectives]] in the fact that objectives are statements of intent rather than actual results. Outcomes are not always related to a change, since they refer to the effect of an activity or work, also in terms of keeping or preventing a situation. The term "outcome" must also be clearly distinguished from "inputs", "outputs" and "impact". Inputs describe the resources needed to deliver some outputs, which are the products gained from a project or a work (e.g. publication, flyer, paper). While output is something tangible, it is the product or service that comes out of a process, outcome is its direct result to the individual, to the team or to the organization. For instance, the output of a recruiting process is the group of newly appointed people; on the contrary, the outcome is related to their performance. For instance, the newly appointed people can be too late for the line manager (Timeliness); capable, or incapable of performing their role (Competence vs. Requirements); too many, or too few (Quantity) and so on. Outcomes can be measured according to present standards of accuracy, cost, and speed. Impact, finally, involves a higher and broader level than the one implied by the outcomes.
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{{Term|OUTCOMES|Statements of benefits for learners during or after their participation to a program of formal or [[Informal Learning|informal learning]]. Outcomes are the likely or achieved short-term and medium-term effects of an intervetion's outpus. Generally they relate to [[Knowledge|knowledge]] or skills gained, attitudes, values, behaviors changed, as well as to condition or status improved.  
  
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Information on the outcomes is important, because it can be useful for the organization in order to make its work more effective, by pointing out successes and failures. Paying attention to the outcomes also demonstrates that the organization can learn from its experience and improve its performance. Moreover, the staff can be motivated when they see evidence of the outcomes their work has. <ref>[http://www.bota.org www.bota.org ](11 July 2008), [http://www.montgomerycollege.edu www.montgomerycollege.edu ](11 July 2008), [http://artswork.asu.edu/arts/teachers/assessment/glossary.htm artswork.asu.edu] (11 January 2010), [http://wiki.answers.com/Q/What_is_difference_between_output_and_outcome_in_non_goverment_organization_sectoe wiki.answers.com] (11 January 2010), [http://www.performance-measurement.net/news-detail.asp?nID=221 www.performance-measurement.net] (11 January 2010)</ref>
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See also: [[Output]]}}
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{| style="border:1px solid #8c96d4;background:#8c96d4;color:white;" 
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|-
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! width= "200pt" | <font color= white> Inputs  </font>
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! width= "200pt" | <font color= white> Activities  </font>
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! width= "200pt" | <font color= white> Outputs  </font>
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! width= "200pt" | <font color= white> Outcomes  </font>
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! width= "250pt" | <font color= white> Impact </font>
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|- style="border:1px solid #D87A35;background:white;color:black;" 
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|  Financial, human and material resources
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|  Action performed to transform inputs into outputs
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|  Specific services and products delivered
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|  Intended changes in development conditions
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|  Conditions improved
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|- style="border:1px solid #D87A35;background:white;color:black;" 
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|  e.g. expertise, coordination and funds || e.g. training workshop, stakeholder or dialogue workshop, training of trainers, guidance document preparation 
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|  e.g. enhanced knowledge and skills of trained participants, peer-reviewed guidance document, development of train-the-trainer strategies
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|  e.g. change of individual behaviour and skills applied to workplaces, train-the-trainer strategy implemented by country, institutional change
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|  e.g. health and environmental conditions improved
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|}
  
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Information on the outcomes is important, because it can be useful for the organization in order to make its work more effective, by pointing out successes and failures. Paying attention to the outcomes also demonstrates that the organization can learn from its experience and improve its performance. Moreover, the staff can be motivated when they see evidence of the outcomes their work has. <ref>[http://www.bota.org www.bota.org ](11 July 2008), [http://www.montgomerycollege.edu www.montgomerycollege.edu ](11 July 2008), [http://artswork.asu.edu/arts/teachers/assessment/glossary.htm artswork.asu.edu] (11 January 2010), [http://wiki.answers.com/Q/What_is_difference_between_output_and_outcome_in_non_goverment_organization_sectoe wiki.answers.com] (11 January 2010), [http://www.performance-measurement.net/news-detail.asp?nID=221 www.performance-measurement.net] (11 January 2010)</ref>}}
 
  
  

Revision as of 13:39, 4 February 2010

Term2.png OUTCOMES
Statements of benefits for learners during or after their participation to a program of formal or informal learning. Outcomes are the likely or achieved short-term and medium-term effects of an intervetion's outpus. Generally they relate to knowledge or skills gained, attitudes, values, behaviors changed, as well as to condition or status improved.

Information on the outcomes is important, because it can be useful for the organization in order to make its work more effective, by pointing out successes and failures. Paying attention to the outcomes also demonstrates that the organization can learn from its experience and improve its performance. Moreover, the staff can be motivated when they see evidence of the outcomes their work has. [1]

See also: Output
Inputs Activities Outputs Outcomes Impact
Financial, human and material resources Action performed to transform inputs into outputs Specific services and products delivered Intended changes in development conditions Conditions improved
e.g. expertise, coordination and funds e.g. training workshop, stakeholder or dialogue workshop, training of trainers, guidance document preparation e.g. enhanced knowledge and skills of trained participants, peer-reviewed guidance document, development of train-the-trainer strategies e.g. change of individual behaviour and skills applied to workplaces, train-the-trainer strategy implemented by country, institutional change e.g. health and environmental conditions improved



References

  1. ↑ www.bota.org (11 July 2008), www.montgomerycollege.edu (11 July 2008), artswork.asu.edu (11 January 2010), wiki.answers.com (11 January 2010), www.performance-measurement.net (11 January 2010)
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