Difference between revisions of "Outcomes"
From Learning and training wiki
| (12 intermediate revisions by 3 users not shown) | |||
| Line 1: | Line 1: | ||
| − | {{Term|OUTCOMES|Outcomes are the likely or achieved short-term and medium-term effects of an | + | {{Term|OUTCOMES|Outcomes are the likely or achieved short-term and medium-term effects of an intervention's outputs. Generally they relate to [[Knowledge|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. <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), Glossary of Key Terms in Evaluation and Results Based Management, OECD, 2002</ref> | 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), Glossary of Key Terms in Evaluation and Results Based Management, OECD, 2002</ref> | ||
| + | |||
See also: [[Output]]}} | See also: [[Output]]}} | ||
| − | {| style="border:1px solid # | + | {| style="border:1px solid #7F4F1F;background:#FFFAF0;color:white;" |
|- | |- | ||
| − | ! width= "525pt" | <font color= | + | ! width= "525pt" | <font color= #7F4F1F> Outputs </font> |
| − | ! width= "525pt" | <font color= | + | ! width= "525pt" | <font color= #7F4F1F> Outcomes </font> |
|- style="border:1px solid #D87A35;background:white;color:black;" | |- style="border:1px solid #D87A35;background:white;color:black;" | ||
| Specific services and products delivered | | Specific services and products delivered | ||
| Line 20: | Line 21: | ||
=='''Step by Step'''== | =='''Step by Step'''== | ||
#Take care about time | #Take care about time | ||
| − | #:*Allocate a realistic amount of time to develop your outcomes | + | #:*Allocate a realistic amount of time to develop your outcomes. |
| − | #:*Make sure you have enough time to test and review your methods | + | #:*Make sure you have enough time to test and review your methods. |
| − | #:*Keep in mind that setting outcomes is an ongoing process, you might need to change them over time | + | #:*Keep in mind that setting outcomes is an ongoing process, you might need to change them over time. |
#Collect all resources needed in terms of | #Collect all resources needed in terms of | ||
| − | #:*Financial resources | + | #:*Financial resources; |
| − | #:*Staff with particular skills | + | #:*Staff with particular skills; |
| − | #:*IT system able to manage outcomes information | + | #:*IT system able to manage outcomes information. |
#Consider people issues | #Consider people issues | ||
#:*Involve actively those who lead your organization (executive director, senior managers…) | #:*Involve actively those who lead your organization (executive director, senior managers…) | ||
| − | #:*Choose one person to lead the process | + | #:*Choose one person to lead the process. |
| − | #:*Make sure staff is willing to change | + | #:*Make sure staff is willing to change. |
#Relate outcomes to your activities | #Relate outcomes to your activities | ||
| − | #:*Take into consideration the activities run within your project | + | #:*Take into consideration the activities run within your project. |
| − | #:*Set outcomes which describe changes likely to occur | + | #:*Set outcomes which describe changes likely to occur. |
#Consider timescale | #Consider timescale | ||
| − | #:*Set only outcomes achievable in the lifetime of your project | + | #:*Set only outcomes achievable in the lifetime of your project. |
#:*If longer-time outcomes are unlikely to be achieved, identify intermediate outcomes. | #:*If longer-time outcomes are unlikely to be achieved, identify intermediate outcomes. | ||
#Set SMART outcomes | #Set SMART outcomes | ||
| − | #:*Make sure your outcomes are Specific, Measurable, Achievable, Realistic and Time-Based | + | #:*Make sure your outcomes are Specific, Measurable, Achievable, Realistic and Time-Based. |
#Prepare for unwanted or unexpected outcomes | #Prepare for unwanted or unexpected outcomes | ||
| − | #:*Monitor the whole process in order to make sure you record any unexpected outcomes which might occur. If they are positive outcomes, you may want to repeat them. If they are negative, you may be able to reduce them | + | #:*Monitor the whole process in order to make sure you record any unexpected outcomes which might occur. If they are positive outcomes, you may want to repeat them. If they are negative, you may be able to reduce them. |
#Keep it simple | #Keep it simple | ||
| − | #:*Your work may produce too many outcomes to be monitored. Therefore, it is crucial to prioritize them and ensure you collect information on the most important ones. <ref>Glossary of Key Terms in Evaluation and Results Based Management, OECD, 2002 </ref> | + | #:*Your work may produce too many outcomes to be monitored. Therefore, it is crucial to prioritize them and ensure you collect information on the most important ones. <ref>Glossary of Key Terms in Evaluation and Results Based Management, OECD, 2002 </ref>}} |
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
| + | =='''Job Aids'''== | ||
| + | [[Image:pdf.png]] [[Media:Toolkit_Template_Outcomes.pdf|Setting Outcomes]] | ||
| + | {{Addlink|Below you have a list of selected websites where you can find additional information:}} | ||
| + | {|border=1; width= 100% | ||
| + | !width= 200pt|Link | ||
| + | !width= 575pt|Content | ||
| + | |- | ||
| + | |[http://www.emergingedtech.com/2012/07/4-new-technology-tools-for-measuring-learning-outcomes/ 4 New Technology Tools for Measuring Learning Outcomes] | ||
| + | |Want to spice up your courses' tests and measure the right outcomes? This article describes 4 new technology tools for measuring learning outcomes. These tools are: Wonderlic Learning Outcomes Assessments; Learning Catalytics; Questionmark; Purdue University’s Course Signals. | ||
| + | |} | ||
== References == | == References == | ||
<references/> | <references/> | ||
Latest revision as of 11:51, 5 November 2013
 OUTCOMES |
| Outcomes are the likely or achieved short-term and medium-term effects of an intervention's outputs. 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 |
| Outputs | Outcomes |
|---|---|
| Specific services and products delivered
e.g. enhanced knowledge and skills of trained participants, peer-reviewed guidance document, development of train-the-trainer strategies |
Intended changes in development conditions
e.g. change of individual behaviour and skills applied to workplaces, train-the-trainer strategy implemented by country, institutional change |
 Setting outcomes |
Step by Step
|
Job Aids
 Web Resources |
| Below you have a list of selected websites where you can find additional information: |
| Link | Content |
|---|---|
| 4 New Technology Tools for Measuring Learning Outcomes | Want to spice up your courses' tests and measure the right outcomes? This article describes 4 new technology tools for measuring learning outcomes. These tools are: Wonderlic Learning Outcomes Assessments; Learning Catalytics; Questionmark; Purdue University’s Course Signals. |
References
- ↑ 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), Glossary of Key Terms in Evaluation and Results Based Management, OECD, 2002
- ↑ Glossary of Key Terms in Evaluation and Results Based Management, OECD, 2002