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Response to Maranda Respond to at least two colleagues by  offering critiques of their analyses. Identify strengths in their analyses and strategies for p

Response to Maranda Respond to at least two colleagues by 

offering critiques of their analyses. Identify strengths in their analyses and strategies for p

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Response to Maranda Respond to at least two colleagues by 

offering critiques of their analyses. Identify strengths in their analyses and strategies for presenting evaluation results to others. 

dentify ways your colleagues might improve their presentations. 

Identify potential needs or questions of the audience that they may not have considered. 

Provide an additional strategy for overcoming the obstacles or challenges in communicating the content of the evaluation reports. Presentation to Colleagues
Research is key to social work practice and helps validate the data behind a successful
program. Using a process evaluation is unique in the way that it is used to evaluate a
program that is actively operating to address gaps, areas for improvement, and areas of
success (Bliss & Emshoff, 2002). The important distinctions of process evaluation must
be well described in order to not confuse it with outcome evaluations. Rather than
address solely the outcome of a program, process evaluations aim to address how the
program is or is not effective and how it may be improved or implemented differently
(Law & Shek, 2011). For this case example, teaching about this difference can impact
the results of the research to ensure that the process of the intervention is assessed
rather than the final results. For the case example, the PATHS program obtained data
through surveys based on observations made by independent researchers (Law &
Shek, 2011). This design supports the concept of process evaluation to ensure that it
focuses on the program implementation and the program success (Law & Shek, 2011).
Additionally, having independent observers supports more unbiased information and
assessment. When delivering the results of the PATHS program, it’s important to
address the specific research questions and also present data. Colleagues closely
involved with the program may be concerned that the evaluation was inaccurate or does
not adequately portray the abilities of the program, so presenting data can support the
results. Overall, the importance of designing an adequate research method for a
program is essential to addressing an issue and answering specific research
questions.

Background and Key Message
Training and ongoing education is essential to any profession including social work.
Ensuring that research and evaluation models are not only taught, but understood is an
important element to social work practice and promoting evidence based treatment. In
this case, the importance of addressing an appropriate model for research can support
valuable results. For instance, designing specific and broad research questions may
assist in developing the type of model that may be most effective. Educating colleagues
on what these research questions were would be helpful. Determining whether the
model is collecting qualitative or quantitative data may be instrumental depending on
the questions being asked. In this case, addressing the success of the intervention may
be measured from the observation of researchers. In a different study, the purpose may
be to develop an understanding for training staff, so observing or interviewing staff may
be more appropriate. The social worker’s ability to determine which research model will
support their research and outcomes. When educating colleagues about these
differences, it’s important to provide insight to why this model was chosen to evaluate
the program so there is understanding of why this model was considered more
appropriate than others.

Questions and Response
In order to educate colleagues, addressing their questions or concerns with the process
evaluation may support their learning. While social workers and other professionals

should be interested in ongoing education, supporting the education with topics of
interest is, of course, a method to support their interest. As references previously, the
concern for choosing which model of research may be most beneficial if likely to be a
question. Additionally, if results did not prove effective intervention, there may be
concern that the evaluation did not adequately portray the importance of the program.
Either of these questions or concerns may be expected among colleagues of the
program being evaluated. By addressing the questions and supporting the answers with
data and research-based information, concern can be minimized. Lastly, colleagues
may have questions related to how to best implement research within their scope of
practice and may feel intimidated by the information, so ensuring practical skills and
direct application or these research models may be insightful as an educator. Overall,
the purpose of using research and how to carry-out research is expected to be
beneficial for the colleagues and hopefully, would encourage further research in the
field.

References
Bliss, M. J., & Emshoff, J. G. (2002). Workbook for designing a process evaluation.
Retrieved from http://beta.roadsafetyevaluation.com/evaluationguides/info/workbook-
for-designing-a-process-valuation.pdf

Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.) Oxford
University Press.

Law, B., & Shek, D. (2011). Process Evaluation of a Positive Youth Development
Program: Project P.A.T.H.S. Research on Social Work Practice, 21(5), 539-548.

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