Past Evaluation Projects
We are passionate about demonstrating impact through learning and development. We can work with you to design and undertake evaluation projects that utilise appropriate qualitative and /or quantitative evaluation methods to apply in leadership and organisation development as well as training programmes more broadly. Read on to see the range of some of our previous evaluatio n projects below.
An Organisation Development intervention to Improve collaboration between mental health services
This project evaluated the impact of a 2.5 day search conference (SC) on collaboration between statutory and voluntary mental health service providers, commissioners and service user groups in a county in the South of England. Twenty-seven participants attended the SC and we used social network analysis to assess its impact on social relationships among agencies using measures of network centrality we obtained using a survey questionnaire. We found that as a result of the SC a number of organizations increased their centrality scores showing that significant changes occurred in the social relations among network members. We also collected qualitative data indicating how these changes seem to have occurred.
Evaluating innovation among resident doctors
This survey project aimed to better understand resident doctors innovative behaviour. We asked them about their experience of putting forward ideas to improve services. We also specifically examined the impact of a number of individual and situational factors on junior doctors connectivity and innovative behaviour. Using structural equation modelling, we examined the influence of political skill, personality, self-efficacy as individual factors and role overload and positive organisational support as two situational factors.We also asked these doctors about their knowledge organisations and activities associated with innovation in their region and the NHS more widely. This enabled us to obtain an overall measure of a resident doctor’s connectivity, which predicted their innovation behaviour. We provided evidence that increasing resident doctors’ knowledge and engagement with these organisations and activities should lead to increased innovation behaviour among this group of the NHS workforce.
Evaluating Training in Assessment for Social Workers
This project evaluated the impact of training and a team-based learning intervention on providing social workers with knowledge and skills in assessment. A mixed methods research design was employed to achieve the objectives of the study combining both quantitative and qualitative approaches. The evaluation also attempted to determine whether any learning gained through training or team-based learning was subsequently used on the job. To do this we undertook an audit of 50% of the caseloads held by participants. We checked cases to see whether specific aspects of the assessment model were evident in their practice.
Measures were taken within 1-3 weeks prior to any participant attending either training or team-based learning and again between 6-12 months following participation. Of the 167 participants who were registered to attend either training or team-based learning or participate in the comparison group, baseline behaviour (case audit) measures were obtained for 150 participants.
Interviews were conducted between 6-12 months following attendance on either training or team-based learning so as to allow sufficient time for any learning gained to then be transferred to use of the job. The qualitative data provided insights on (1) the impact of the training or team-based learning on actual practice (2) factors associated with the effectiveness of the learning intervention and (3) how practitioners were using the model of assessing parental capacity to change.
One of the chief findings from the study was that participation in training resulted in improvements to both declarative (knowing what) and procedural (knowing how) forms of knowledge as indicated by performance on the knowledge test and case vignettes contained in the on-line questionnaire.
Evaluating Emotional Intelligence Training for Managers
This project evaluated a two-day training programme designed to improve the emotional intelligence (EI) of 57 project managers undertaking the training. The study employed a pre/post test quasi-experimental design with measures of emotional intelligence collected 1 month prior to participants attending the 2-day training programme (Time 1), again 1 month following training (Time 2), and then again 6 months post training (Time 3). We also recruited 18 project managers to act as a comparison group. We analysed the data using multivariate analysis of variance with a repeated measures design using a statistical software programme (SPSS). We found that the training programme had a demonstrable impact on project managers understanding of emotions. On a practical level, organisations wishing to develop managers’ EI ability in this area should adopt similar strategies in the design of training including (1) opportunities for participating in structured practice sessions to consider how emotional abilities are used, (2) practicing El associated behaviours then receiving feedback, and (3) observing others use of emotional intelligence during role plays and simulations.
Evaluating Empowerment Training for Carers
This project evaluated a one-day joint training workshop for carers and care professionals designed to empower carers through providing information relating to opportunities for involvement, services available, and setting goals for participation in decision-making. Eighteen carers attended the training programme. Three partial measures of empowerment were selected as outcome measures of psychological empowerment: (1) perceived control at the three levels of individual, organisational and community; (2) self-efficacy; and (3) self-esteem. Other dependent measures included (4) self-perceived know ledge of involvement methods and (5) self-perceived knowledge of services and rights. All measures were included within one questionnaire. Pre-course questionnaires were completed by carers within the two weeks preceding attendance on the programme, following an interview format. Upon completion of the training, post course measures were taken at the end of the course. Wilcoxon matched pairs signed rank test was used to analyse the data. The results showed significant improvements in carers self-perceived knowledge of services and rights and self-perceived knowledge of involvement.
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