This course is designed for individuals within organizations seeking to “show their impact” to governments, donors, and other stakeholders. Learners will respond to prompts, participate in activities and discussions, and learn material related to outcomes and data collection as related to service provision and the Creating Excellence Together accreditation standards. Learners will then be able to bring back to their peers this knowledge to support their organization in outcomes-based work.
The course is self-directed, with the materials to study and the learning activities completely online. There are five units that will take approximately five to eight hours to complete, though learners have up to three months to complete the course.
The units of the course are:
- Peer Mentorship
- Starting with Why
- Personal Well-being and Goals
- Applying Models to Achieve Outcomes
- Measuring, Assessing, and Evaluating Outcomes
Each unit contains reflection prompts and activities that are integrated with a Course Forum. The Forum contains discussion threads for shared learning. A final exam follows the five units to assess the learner’s progress. Learners who achieve a score of at least 80% will receive a certificate of completion.Please visit our website to enroll in the course. Contact firstname.lastname@example.org if you have questions.
What Difference are you making?
- Show an appreciation of why outcomes evaluation is important to an organization. Describe how it can enrich your day to day work environment.
- Explain why we use individual support plans and how they tie into outcome measurement. Demonstrate awareness and application of your organizational policy and procedures.
- and procedures, templates, and data collection processes and use of the information both internally and externally. Understanding of the whole program design is important talk to management
- Data collection: the importance of good documentation skills. Either written or keyed into a database, the effect of typos and not completing skews results. How do you know what is useful? Do you know what to look for? Do you know what actually led to that difference?
- Understanding of a common language around Individual Support Planning Process
- Outcomes: Relate to a program. What participants know, or can do, or how they behave, or what their condition is, that is different following the program. (Domains)
- Strategies: HOW – accesses available resources
- Goals: are personal. How an individual wants to spend the day, what it he or she wants to learn, where they live and work, with whom to spend time? What is important to me and what is important FOR me.
- Activities: the use of various resources to address needs and enhance functioning (the HOW)
- Support objectives – desired result of specific support strategies taken by workers Support elements….natural supports, cognitive, prosthetics, environmental considerations….to achieve the goals of an individual – Concrete, tangible and measurable. These are mini steps along the way to a desired personal goal.
- Indicators of success. what do they look like?
- How to develop SMART goals?
- How to use the information in your work on a day to day basis
- To identify areas that impede progress and how they can be improved
- To inform your decision making process.
- To strengthen the team processes – internal and external, family, other service providers that share other areas of support for an individual.
- Finding unique and innovative ways specific to the individual
- To celebrate the small steps
- Mentoring – Peer to Peer
- Adding to your Tool kit To add new tools to your tool box - Additional elements or areas to explore: page 48 of ISP, strengthening knowledge of individual, use of social stories, etc
Development of Scenarios to work through that support the 3 tiers 1, 2, 3 of organizational support