Dynamic Youth Services Through Outcome-based Planning And by Eliza T. Dresang, Melissa Gross, Leslie Edmonds Holt

By Eliza T. Dresang, Melissa Gross, Leslie Edmonds Holt

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The examples in this chapter are figuratively to get your feet wet. The comments following each example give some context and suggest how the CATE OBPE process makes it more likely that the program or service will achieve the desired change in behavior, knowledge, attitude, skill, or status for participants. Level I: Single Program In some cases a librarian may be planning a single program or activity not associated with a series of related programs; in others he or she may have responsibility for only one of a series of programs or may want to assess each program independently.

Strategic planning is discussed in detail in chapter 6. Strategic planning documentation that is important in Phase I includes the library’s ■ vision and mission statements ■ choice of service roles ■ data collected and reports written as part of a community and user information needs analysis ■ planning documents that discuss the strengths, weaknesses, opportunities, and threats (SWOTs) identified for the library ■ goals and objectives derived from the strategic planning process THE LIBRARY’S POLICIES A review of library policies is important for understanding the context within which programs and services can be designed, developed, and delivered.

Limiting the project to the specific information desired, no more and no less, reduces anxiety and makes good sense. The purpose of this chapter, then, is to make clear that OBPE activities may vary in intensity, duration, and focus. They may involve only one or two staff members and a handful of users, or they may involve much of the staff and numerous users. Some evaluations take place in the context of baseline data previously collected for much larger projects. Often it is not necessary to conduct a huge community analysis because this has recently been done.

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