program management guidelines - mental health · pdf fileit may be reproduced in whole or in a...

ProgramManagement

Guidelinesffoorr

HHeeaalltthh PPrroommoottiioonn

copyright ©Central Sydney Area Health Service and NSW Health 1994

This work is copyright. It may be reproduced in whole or in a part for study or training purposes subject to the inclusion of an

acknowledgement of the source and no commercial usage or sale.

ISBN 0 7310 0576 7

State Health Publication (HP) 94-043

Designed by: Trudi Fletcher

Printed by: Lindwall and Ward Pty Ltd

Printed on recycled paper.

This publication is available from the

Better Health Centre

162 Blues Point Rd

North Sydney 2060

Ph: 9954 1193

Fax: 9955 5196

For more information on the document - please call Central Sydney Area Health Promotion Unit

Ph: 02 9516 8958

Fax: 02 9516 7696

ProgramManagement

Guidelines

ffoorr

HHeeaalltthh PPrroommoottiioonn

CENTRAL SYDNEYAREA HEALTH SERVICE

Acknowledgments

The Program Management Guidelines were prepared as a joint initiative of the Health Promotion Unitof the NSW Department of Health and the Central Sydney Health Promotion Unit.

Many people helped develop the Program Management Guidelines. Their ideas, constructive criticismand enthusiasm transformed the guidelines from a concept into a product. In particular, thanks and gratitudego to the tireless Management Committee, who devoted many hours to working through conceptualdifficulties, reviewing text, offering advice, insight and direction.

The Management Committee

Lesley King DirectorCentral Sydney Health Promotion UnitCentral Sydney Area Health Service

Lyn Stoker ManagerHealth Promotion UnitNSW Department of Health

Michelle Noort ManagerHealth Promotion ServicesWentworth Area Health Service

Steven Gal Senior Migrant Health Promotion OfficerAuburn Health Promotion UnitWestern Sydney Area Health Service

Project Officer

Shauna Coppel Health Promotion OfficerCentral Sydney Health Promotion UnitCentral Sydney Area Health Service

Special thanks go to all the health promotion practitioners interviewed at the beginning of thisproject and those who helped test the draft guidelines. Their co-operation and participation made theseguidelines possible. We also received invaluable support and encouragement from the Health Promotion Co-ordinators.

Thanks also go to Pete Whitecross, Penny Hawe, Denise Fry, Julie McDonald, Isla Tooth, Marilyn Wise,Kym Scanlon and Professor Don Nutbeam for their in-depth review and valuable comments on later drafts ofthe guidelines.

The case studies and examples, while hypothetical, were made possible with the help of Erica Grey,Wendy Hodge, Dan Gaffney and Julie Spence.

ii

iii

Preface

The past two decades have seen a rapid growth in the quantity and range of healthpromotion activities.This is matched by a growth in investment in health promotion by governmentdepartments, and by an increase in reports of success and failure in the scientific literature.

We have come a long way since Lawrence Green first described a “cycle of poverty” inhealth promotion, identifying how poorly defined and resourced programs had only modest impact,and led to social benefits which were hard to measure. Such outcomes made it all the more difficultto secure funding, which in turn meant that programs were poorly resourced, and so on.

When practitioners identify a need for a program, off the shelf solutions are hard to find.Even when they can be found, the problem of using established projects in less than idealcircumstances, and of sustaining the effects over time, often frustrate even the most enthusiasticpractitioner.

Over the past few years increasing attention has been given to program management inhealth promotion, not only to ensure that programs are established on a secure footing, but also thatthey should meet measurable objectives and be sustainable over time.

The Program Management Guidelines offer the reader a practical, uncomplicated approach tothe complex task of program management. In preparing the guidelines the authors have sought toproduce a set of resources for practitioners in real situations where circumstances are never quitewhat you expect.They use an approach which recognises that the life of a program is never a simpleprogression from A to B to C, but rather a series of phases with highly blurred beginnings andendings.

The Program Management Guidelines aim to help the reader control the unpredictable, and tomaintain a sense of purpose and direction as a program is planned, implemented and developed. Ofgreat importance is the attention the authors give the issue of sustainability of program structuresand effects after the initial period of funding.

Like all guidelines, they should be used as a confident chef might use a recipe.They offer allthe ingredients for success in program planning and implementation, and propose a sequence ofactions to achieve the desired outcome. Slavishly following the recipe is no guarantee of success - thebest chefs use recipes as a basis for a dish and add their own flair.They also adapt when not all theingredients are available.

The authors are sufficiently sympathetic to the real world of health promotion not to claimthey can provide all the answers.What we have here is an outstanding recipe book which will be ofuse to both master chefs and their apprentices in health promotion.A set of guidelines which shouldbe read by all experienced managers to update them on current thinking on program management,and by all new project officers to ensure that they benefit from the wealth of practical guidancecontained in these resources.

Don Nutbeam.Professor of Public HealthUniversity of Sydney.

iv

Acknowledgments: ii

IntroductionWhy Program Management Guidelines? viii

What are the Program Management Guidelines? ix

What assumptions underpin the guidelines? x

Are the guidelines a “how to” management manual? x

How were the guidelines developed? x

What is the framework for the Program Management Guidelines? x

How is the program cycle represented? xi

How are the guidelines structured? xiii

How can the guidelines be used? xiii

PLANNING 1:Identifying a specific issue, target group, and focus for a program 16

CCoonndduuccttiinngg ccoonnssuullttaattiioonnss 1188Consulting with key people 18

GGaatthheerriinngg iinnffoorrmmaattiioonn aabboouutt ooff tthhee iissssuuee 1199Reviewing the relevant information 19Reviewing the literature 20Examining the characteristics of the target group 20

EExxaammiinniinngg tthhee oorrggaanniissaattiioonnaall ccoonntteexxtt 2211The broader context 21Contribution to Area/District 21Analysing the stakeholders 21

AAnnaallyyssiinngg tthhee iinnffoorrmmaattiioonn aanndd mmaakkiinngg aa jjuuddggmmeenntt 2222Analysing the issue 22Selecting the focus of the program 23Criteria for determining the focus of the program 23

EEnndd ooff sseeccttiioonn cchheecckklliisstt 2244

PLANNING 2:Designing the program 25

CCoonnvveerrttiinngg tthhee aannaallyyssiiss ooff tthhee iissssuuee iinnttoo aa ddrraafftt ppllaann 2277Analysing the issues 28Selecting the objectives and strategies 28Developing specific strategies 28

DDeevveellooppiinngg rroolleess wwiitthh kkeeyy ppeeooppllee 2299

Contents

v

RReevviieewwiinngg AAvvaaiillaabbllee RReessoouurrcceess 3300Human resources 30Financial resources 30Community support 30

EEnnssuurriinngg tthhee pprrooggrraamm iiss rreeaalliissttiicc aanndd aacchhiieevvaabbllee 3311Deciding if the program is worth pursuing 31


CCaassee SSttuuddyy:: PPllaannnniinngg 22““SSuunnSSmmaarrtt”” 3333

PLANNING 3:Developing the action plan 36

PPllaannnniinngg ffoorr tthhee oorrggaanniissaattiioonn ooff ttaasskkss 3388Developing program protocols 38

CCoonnssttrruuccttiinngg aa ttiimmee ffrraammee 3399

DDeevveellooppiinngg aa ccoommmmuunniiccaattiioonn ssttrraatteeggyy 4400Planning opportunities to raise the program’s profile 41Publicity events 41


IMPLEMENTATION 1:Ensuring quality implementation of the program 44

IImmpplleemmeennttiinngg tthhee aaccttiioonn ppllaann 4466Conducting process evaluation 47

EEnnssuurriinngg eeffffeeccttiivvee ccoommmmuunniiccaattiioonn 4488Maintaining clear roles and responsibilities 48Providing feedback to people involved with the program 48

CCoonnttiinnggeennccyy ppllaannnniinngg aanndd aaccttiioonn 4499Assessing the situation and making changes 49


IMPLEMENTATION 2:Following up additional opportunities 51

IIddeennttiiffyyiinngg aaddddiittiioonnaall ooppppoorrttuunniittiieess ttoo rraaiissee tthhee pprrooggrraamm’’ss pprrooffiillee 5533

MMaaiinnttaaiinniinngg ssuuppppoorrtt ffoorr tthhee pprrooggrraamm 5544

IIddeennttiiffyyiinngg ooppppoorrttuunniittiieess ttoo bbrrooaaddeenn tthhee iimmppaacctt ooff tthhee pprrooggrraamm 5555Policy development 55Reorientation of services 55Strengthening community action 55

Contents

vi

EEnndd ooff sseeccttiioonn cchheecckklliisstt

CCaassee SSttuuddyy:: IImmpplleemmeennttaattiioonn 22SSccaallddss CCaammppaaiiggnn 5588

IMPLEMENTATION 3:Effectively documenting and communicating the program’s progress 61

DDooccuummeennttiinngg tthhee pprrooggrraamm’’ss pprrooggrreessss 6633

CCoommmmuunniiccaattiinngg tthhee pprrooggrraamm’’ss pprrooggrreessss 6644Providing feedback to the Area/District 64


EVALUATION 1:Developing the evaluation plan 67

CCllaarriiffyyiinngg tthhee ppuurrppoossee ooff tthhee eevvaalluuaattiioonn 6699

SSeelleeccttiinngg tthhee ssccaallee aanndd ssccooppee ooff tthhee eevvaalluuaattiioonn 7700

DDeetteerrmmiinniinngg tthhee mmeetthhooddoollooggyy 7711Selecting sample population for the evaluation 72

OOrrggaanniissiinngg hhooww tthhee eevvaalluuaattiioonn wwiillll bbee ccoonndduucctteedd 7733Collecting the data 73Planning the analysis of the data 74Planning the documentation and distribution of evaluation findings 74


CCaassee SSttuuddyy:: EEvvaalluuaattiioonn 11AA HHeeaalltthhyy CCaatteerriinngg IInniittiiaattiivvee:: TThhee AAbboorriiggiinnaall TTrraaiinniinngg CCoolllleeggee 7766

EVALUATION 2:Assessing the programs results 79

IInntteerrpprreettiinngg tthhee rreessuullttss 8811Measuring short-term outcomes 81Measuring intermediate or long-term outcomes 81

MMaakkiinngg ccoonncclluussiioonnss aanndd rreeccoommmmeennddaattiioonnss 8822


EVALUATION 3:Communicating the evaluation results and recommendations 84

CCoommmmuunniiccaattiinngg tthhee eevvaalluuaattiioonn ffiinnddiinnggss 8866Written and oral communications 86


Contents

vii

SUSTAINABILITY 1:Assessing the value of continuing the program or program components 89

DDeecciiddiinngg iiff tthhee pprrooggrraamm sshhoouulldd bbee oonnggooiinngg oorr rreeppeeaatteedd 9911

IIddeennttiiffyyiinngg tthhee nneeeedd aanndd ssccooppee ffoorr pprrooggrraamm mmooddiiffiiccaattiioonn 9922

AAsssseessssiinngg tthhee ccoosstt-bbeenneeffiittss ooff pprrooggrraamm mmooddiiffiiccaattiioonnss 9933


SUSTAINABILITY 2:Marketing the program so that others can use it 95

DDeetteerrmmiinniinngg wwhhoo ttoo mmaarrkkeett tthhee pprrooggrraamm ttoo 9977Identifying groups or individuals who may be interested in sustaining the program 97

DDeecciiddiinngg hhooww ttoo mmaarrkkeett tthhee pprrooggrraamm 9988


CCaassee SSttuuddyy:: SSuussttaaiinnaabbiilliittyy 22WWeellllnneessss CCeennttrreess 110000

SUSTAINABILITY 3:Establishing structures which help others apply the program 103

DDeetteerrmmiinniinngg wwhhaatt ffoorrmm ooff ssuuppppoorrtt iiss rreeqquuiirreedd 110055Management support 105Organisational support 105Community support 105

DDeetteerrmmiinniinngg tthhee bbeesstt mmeetthhooddss ooff ooffffeerriinngg ssuuppppoorrtt 110066


Glossary 108

Reading list 109

Contents

viii

The health promotion field has experienced enormous growth anddevelopment over the past decade. Health promotion theory and practice hasbecome increasingly sophisticated and the number and role of healthpromotion practitioners has greatly expanded.

With the increase in staff numbers and the expansion of innovativeapproaches in health promotion, the skills and experience to translateprogram objectives into practice have not always kept up with the rapidchanges.

Such observations are not unique to health promotion in NSW or Australia.Lefebvre11 comments that the process of managing programs is often a “weaklink” in health promotion practice.

This is partly because program management has received limited attention inhealth promotion. Until recently, training and development of practitionershas concentrated on planning and evaluation, and less on programimplementation. Little attention has been given to the entire program cycleand, in particular, ways of sustaining successful programs.

The Program Management Guidelines redress these issues by encompassingall phases of the program cycle22, and the process of managing these phases,in relation to each other.

Why ProgramManagementGuidelines?

11 Lefebvre c., 1992, The SocialMarketing Imbroglio in HealthPromotion, Health promotionInternational Vol 7 (1) 61-63

22 Hawe P., Degeling D., Hall J.,1990, Evaluating HealthPromotion. A Worker’s Guide,Maclennan and Petty, Sydney.

Readthis first.

ix

The Program Management Guidelines are resource designed to enhancequality management of health promotion programs. The do not prescribe“how to manage health promotion programs” but rather contain a series ofgeneral questions to guide project officers and/or teams through the maze ofdecisions required to manage programs effectively.

The Program Management Guidelines reflect the practice and theory ofhealth promotion in the 1990s, and particularly practice in New South Wales.

There are 16 Health Promotion Units within the NSW government healthsector, based in Area or District Health Services. These units employ about400 Health Promotion Officers.

There are also many health promotion practitioners working incommunity health centres, non-government organisations, local government,women’s health centres, drug and alcohol services and the HIV/AIDS field.

Health promotion programs usually now occur as part of localArea/District strategic plans, which identify priorities for action based onnational and state policy directions, and local needs.

In the guidelines, health promotion refers to programs and processeswhich design and implement strategies aimed at improving the health ofpopulations rather than individuals. Strategies are selected on the basis oftheories which influence organisational, social and behavioural change.

The guidelines are designed for use by health promotion practitionersand assume a basic knowledge of health promotion practice, including anunderstanding of health promotion planning models33, basic evaluationmethodologies44 and liaison skills55.

The guidelines assume that practitioners work collaboratively withother health services, professions and community groups. It is not assumedthat a single practitioner would perform all the tasks outlined in thisdocument.

The Program Management Guidelines are a comprehensive referraldocument designed to foster best practice in program management in healthpromotion. However, it does not stand alone as the definitive reference forprogram management.

What are the ProgramManagementGuidelines?

What assumptionsunderpin theGuidelines?

33 Bunton R. and Macdonald G.(eds). 1992, Health Promotion;Disciplines and Diversity,Routledge, London

44 Hawe et al.

55 Egger G., Spark R., Lawson J.,1990, Health Promotion Strategiesand Methods, McGraw-Hill BookCompany, Sydney.

x

No. The guidelines outline a set of processes involved in managinghealth promotion programs and describe ways working.

They do not provide prescriptive information on the “how to” aspects ofprogram management. A supplementary reading list provides supportinginformation on this.

The guidelines are based on health promotion theories, models andcurrent practice, drawing on extensive consultations with health promotionpractitioners throughout NSW to identify the key elements of effectiveprogram management. A framework was developed and the guidelines werethen field tested.

The framework for the guidelines assumes that health promotionprograms are conducted in phases which are highly interrelated,interdependent and with overlapping boundaries. The guidelines are basedon a general program cycle comprising planning, implementation, evaluation,and sustainability - a “new” dimension of the cycle.

Sustainability focuses on the future of health promotion programs byencouraging practitioners to extend or maintain successful programs.

We have used a jigsaw puzzle to visually represent the framework of theprogram management guidelines. The jigsaw illustrates the inter-relationshipof the phases in the program cycle, how the components in the programcycle combine to form the whole, and how components of the program cycleoccur in parallel.

Are the guidelines a “how to”management manual?

How were theguidelines developed?

What is the framework for the ProgramManagementGuidelines?

How is the programcycle represented?

xi

Guidelines have been developed for each phase of the program cycle:

● Planning

● Implementation

● Evaluation

● Sustainability

How are theguidelines structured?

SSUUSSTTAAIINNAABBIILLIITTYY

IIMMPPLLEEMMEENNTTAATTIIOONN

PPLLAANNNNIINNGG

EEVVAALLUUAATTIIOONN

Identifying aspecific issue,target group and focus for

a program

Designing the program

Developing theaction plan

Effectivelydocumenting andcommunicating

the program’sprogress

Ensuring qualityimplementation. of the program

Followingup additionalopportunities

Communicatingthe evaluation

results andrecommendations

Assessing theprogram’s

results

Developing theevaluation plan

Assessing the value of continuing the program

Establishing structures which help others to apply the program

Marketingthe

programso otherscan use it

TThhee jjiiggssaaww ppuuzzzzllee hhaass bbeeeenn ddeevveellooppeedd aatt ttwwoo lleevveellss::

Level 1Represents the “big picture”,showing how the four main phasesof the project cycle fit together.

Level 2Represents each of the keyprocesses within the four mainphases of the program cycle.

xii

Identifying a specificissue, target group,and focus for aprogram involves:

EEaacchh sseeccttiioonnss ooff tthhee gguuiiddeelliinneessccoommpprriisseess::

The “jigsaw puzzle”Provides a visual representation ofthe key process and how it fits intothe overall program cycle.

An introductory pageProvides details of the key processbeing examined in that phase andthe rationale for doing so.

Grid of activitiesFor each key process, a set ofactivities has been identified anddisplayed in a grid. These activitiescommonly involve: collecting dataand information, conductingconsultations, and analysingstakeholders’ needs.

Prompts and checklistsThe “working level” of the guidelinescomprises prompts and checklistsfor each of the activities listed in thegrids.


a program



P L A N N I N G 1Identifying a specific issue, target group, and focus for a program

Conductingconsultations

Gatheringinformation about

the issue

Examining theorganisational

context

Analysing theinformation and

making acomment

These activities occur simultaneously

➣ Consulting with people from within and outside theorganisation who know about the health issue and theindividuals who are affected by it.

➣ Collecting and analysing data and information about theproblem from a variety of sources.

➣ Considering the organisational context in which the projectwill operate.

➣ Making a judgement about all this information in order toselect a health issue, target group, setting or focus for aprogram.

The reasons forconducting thisprocess are:

➣ To enable the nature of the issue to be fully explored, ie. it’s importance, who it affects, the factors whichinfluence how the issue is experienced.

➣ To enable a decision to be made about the importance andsalience of the issue.

Consulting with key people

❖ HHaavvee ccoonnssuullttaattiioonnss bbeeeenn ccoonndduucctteedd ttoo ggaatthheerr iinnffoorrmmaattiioonn oonn::

The nature of the perceived issue(s)?Who is most affected by the issue(s)?How to contact and engage communities involved?The types of programs that have been attemptedand how successful or unsuccessful they have been?

❖ HHaavvee aa bbrrooaadd rraannggee ooff IInnddiivviidduuaallss aanndd oorrggaanniissaattiioonnss bbeeeenn ccoonnssuulltteedd??[These consultations may help with the sustainability of the program later on]

Relevant groups include:

Health promotion staff AdministratorsPublic health staff ResearchersHospital staff StatisticiansCommunity health staff DemographersNon-government agencies Members of the target group

xiii

The guidelines can be used in a number of ways:

● To provide an overview for program management before a program begins.

● As a reference to guide action throughout the program cycle.

● As a tool to clarify roles and responsibilities in a multi-disciplinary program team.

● As a basis for training programs in health promotion.

● As a tool in staff supervision and appraisal.

If you become familiar with the guidelines before a program begins, youwill gain a broad overview of management issues which may arise during theprogram, and in many cases you may be able to anticipate potentialproblems. The guidelines pose questions which will provide “food forthought” when planning, implementing and evaluating a program. They willalso raise questions about what happens to the program in an ongoing sense.

If you refer to the guidelines throughout the program cycle you will gainpractical, operational advice about issues which the program may face, orthey may simply reassure you that the program is “on track”. They will alsoprovide a framework for action for multi-disciplinary program teams andhelp clarify roles and responsibilities.

Using the guidelines as a basis for staff development, training or as astaff supervision tool will help identify key skills and processes required bypractitioners to effectively plan, implement and evaluate a health promotionprogram.

How can theguidelines be used?

xiv

You arenow readyto begin.

IIddeennttiiffyyiinngg aassppeecciiffiicc iissssuuee,,ttaarrggeett ggrroouupp aanndd ffooccuuss ffoorr

aa pprrooggrraamm

DDeessiiggnniinngg tthhee pprrooggrraamm

DDeevveellooppiinngg tthheeaaccttiioonn ppllaann



Ensuring qualityimplementation. of the program





results




Marketingthe


This section is organised into 3 parts:

P L A N N I N G

Planning 1 Planning 2 Planning 3

IIddeennttiiffyyiinngg aa ssppeecciiffiicc iissssuuee,,ttaarrggeett ggrroouupp,, aanndd ffooccuuss

ffoorr aa pprrooggrraamm

DDeevveellooppiinngg tthheeaaccttiioonn ppllaann

DDeessiiggnniinnggtthhee pprrooggrraamm

PPaaggee1166



a program



PPaaggee1177




the issue


context


making ajudgement


➣ Consulting with people from within and outside the organisationwho know about the health issue and the individuals who areaffected by it.

➣ Collecting and analysing data and information about the problemfrom a variety of sources.

➣ Considering the organisational context in which the project willoperate.

➣ Making a judgement about all this information in order to select ahealth issue, target group, setting or focus for a program.

Identifying a specificissue, target group.and focus for a program involves:

➣ To enable the nature of the issue to be fully explored, ie. itsimportance, who it affects, the factors which influence how theissue is experienced and how the various health and communityservices respond to and/or influence the issue.

➣ To enable a decision to be made about the importance andsalience of the issue.

➣ To help identify components of the issue which are soluble andtherefore give an indication of what the nature, style and scope ofa program might be.

➣ To ensure the proposed program contributes to the overallstrategic direction of the Local Health Service.


PPaaggee1188




the issue


context


making ajudgement


❖ HHaavvee ccoonnssuullttaattiioonnss bbeeeenn ccoonndduucctteedd ttoo ggaatthheerr iinnffoorrmmaattiioonn oonn::

The nature of the perceived issue(s)?Who is most affected by the issue(s)?How to contact and engage communities involved?The types of programs that have been attemptedand how successful or unsuccessful they have been?

❖ HHaavvee aa bbrrooaadd rraannggee ooff IInnddiivviidduuaallss aanndd oorrggaanniissaattiioonnss bbeeeenn ccoonnssuulltteedd??[These consultations may help with the sustainability of the program later on]

Relevant groups include:Health promotion staff AdministratorsPublic health staff ResearchersHospital staff StatisticiansCommunity health staff DemographersNon-government agencies Members of the target groupVolunteer networks Community membersLocal doctors Community leadersLocal councillors Schools

❖ IIff aapppprroopprriiaattee,, hhaass tthhee EEtthhiiccss CCoommmmiitttteeee oorr ootthheerr ffoorrmmaall bbooddiieess iinntthhee LLooccaall HHeeaalltthh SSeerrvviiccee ggrraanntteedd ppeerrmmiissssiioonn ffoorr aannyy pprrooppoosseeddrreesseeaarrcchh??

Consulting withkey people

PPaaggee1199




the issue


context


making ajudgement


❖ HHaass aallll rreelleevvaanntt iinnffoorrmmaattiioonn bbeeeenn rreevviieewweedd??

The type of information may include:• Demographic information• Literature about the effectiveness of previous programs• Mortality and morbidity data• Social and economic factors, eg, education, social support,

literacy levels, housing conditions etc.

Suggestions on where to obtain data and information:

NNaattiioonnaall ddaattaa• Australian Bureau of Statistics’ publications• Commonwealth Department of Community Services and

Health reports• Databases such as “HEAPS”, “HEALTHWIZ”• Non-government organisations, eg, the National Heart

Foundation, the Cancer Society• The Australian Institute of Health and Welfare• Federal Government organisations such as the

National Injury Surveillance Unit.• The National Centre for Health Program Evaluation (Victoria)• The Australian Institute of Family Studies• Worksafe

RReeppoorrttss iinncclluuddee::• National Health Strategy reports• National Health Goals and Targets• National Housing Strategy report• Pathways to Better Health• Health for All by the Year 2000

SSttaattee ddaattaa• Universities• Health Department

Reviewing therelevant information

PPaaggee2200

• State government organisations, eg, Road and Traffic Authority, Workcover Authority

• NSW Central Cancer Registry• Hospital inpatient statistics

LLooccaall ddaattaa• Community groups• Community workers• Local councils• Local newspapers

❖ HHaass aa lliitteerraattuurree rreevviieeww bbeeeenn ccoonndduucctteedd ttoo iinnvveessttiiggaattee::• The major contributing factors related to the key issue(s)?• The social and demographic factors related to the health issue?• The importance of each contributing factor?• How amenable the various contributing factors are to change?• What kinds of programs and/or strategies have been trialled

and how effective they have been?

❖ HHaass iinnffoorrmmaattiioonn ffrroomm tthhee rreevviieeww bbeeeenn ffeedd bbaacckk aanndd ddiissccuusssseedd wwiitthhtthhee ttaarrggeett ggrroouupp aanndd ootthheerr ssttaakkeehhoollddeerrss??

❖ HHaass aallll rreelleevvaanntt ddeemmooggrraapphhiicc ddaattaa aabboouutt ppoossssiibbllee ttaarrggeett ggrroouuppssbbeeeenn ccoolllleecctteedd??

Suggestions include:Age Place of residenceGender Education levelEthnic background Occupational StatusAboriginality IncomeLanguage spoken at home Literacy level

[This information will help with evaluation later on.]

❖ IIss tthhee ttaarrggeett ggrroouupp hhoommooggeenneeoouuss oorr aarree tthheerree ggrroouuppss wwiitthhiinn tthheeppooppuullaattiioonn wwhhoo wwiillll rreeqquuiirree ssppeecciiaall aatttteennttiioonn dduurriinngg tthhee pprrooggrraamm??

❖ HHaavvee aannyy ootthheerr ccoonnttrriibbuuttiinngg ffaaccttoorrss eemmeerrggeedd ffrroomm ccoonnssuullttaattiioonnsswwiitthh tthhee ttaarrggeett ggrroouupp wwhhiicchh wweerree nnoott pprreevviioouussllyy iiddeennttiiffiieedd?? WWhhaattaarree tthheessee??

❖ HHaavvee ccoonnssuullttaattiioonnss wwiitthh tthhee ttaarrggeett ggrroouupp rreeccoorrddeedd wwhhaatt tthheeyy sseeeeaass tthhee bbaarrrriieerrss aanndd ssoolluuttiioonnss ttoo tthhee iissssuueess??

❖ TToo wwhhaatt ddeeggrreeee ddooeess tthhee ttaarrggeett ggrroouupp ffeeeell tthheeyy ccaann cchhaannggee tthheeccoonnddiittiioonnss aaffffeeccttiinngg tthheeiirr hheeaalltthh??

❖ HHaavvee aannyy ootthheerr iissssuueess eemmeerrggeedd wwhhiicchh wwaarrrraanntt ffuurrtthheerr iinnvveessttiiggaattiioonnbbuutt aarree bbeeyyoonndd tthhee ssccooppee ooff tthhiiss pprrooggrraamm?? IIff ssoo,, ccoouulldd tthhee iissssuuee bbeeiinnvveessttiiggaatteedd bbyy ssoommeeoonnee eellssee iinn tthhee UUnniitt,, LLooccaall HHeeaalltthh SSeerrvviiccee,, oorrccoommmmuunniittyy eeiitthheerr nnooww oorr llaatteerr??

Reviewing theliterature

Examining thecharacteristics of the target group

PPaaggee2211




the issue


context


making ajudgement


❖ HHaavvee ccuurrrreenntt ppoolliicciieess ffrroomm rreelleevvaanntt ggoovveerrnnmmeenntt aanndd nnoonn-ggoovveerrnnmmeenntt aaggeenncciieess rreellaattiinngg ttoo tthhee pprrooppoosseedd pprrooggrraamm bbeeeenneexxaammiinneedd?? DDoo tthheeyy ooffffeerr aannyy ddiirreeccttiioonn oorr ffrraammeewwoorrkk ffoorr tthheepprrooggrraamm??

❖ HHaavvee llooccaall ccoouunncciillss aannnnuuaall rreeppoorrttss bbeeeenn rreevviieewweedd?? DDoo aannyy oofftthheessee iinnddiiccaattee aann iinntteerreesstt oorr aaccttiivvee iinnvvoollvveemmeenntt iinn ssiimmiillaarr oorrrreellaatteedd iissssuueess?? IIss tthheerree aann ooppppoorrttuunniittyy ttoo wwoorrkk iinn ppaarrttnneerrsshhiippwwiitthh aa ccoouunncciill??

❖ HHaass tthhee HHeeaalltthh PPrroommoottiioonn SSttrraatteeggiicc PPllaann bbeeeenn rreevviieewweedd?? AArree tthheepprrooppoosseedd pprrooggrraamm’’ss ggooaallss aanndd oobbjjeeccttiivveess ccoommppaattiibbllee wwiitthh tthheeggooaallss aanndd oobbjjeeccttiivveess ooff tthhee hheeaalltthh pprroommoottiioonn ssttrraatteeggiicc ppllaann??

❖ WWhhaatt aarree tthhee oovveerraallll pprriioorriittiieess ooff tthhee LLooccaall HHeeaalltthh SSeerrvviiccee?? DDootthheeiirr ggooaallss rreellaattee ttoo ““pprreevveennttiioonn”” aanndd//oorr ““ppooppuullaattiioonn hheeaalltthh””??CCoouulldd tthheeyy bbee uusseedd aass aa mmaannddaattee ffoorr pprraaccttiiccee?? AArree tthheerree ootthheerrssttaatteemmeennttss wwhhiicchh ccoouulldd bbee uusseedd aass lleevveerraaggee ffoorr tthhiiss hheeaalltthhpprroommoottiioonn pprrooggrraamm??

❖ DDooeess tthhee pprrooppoosseedd pprrooggrraamm ccoorrrreessppoonndd ttoo,, oorr oovveerrllaapp wwiitthh,,pprrooggrraammss ooppeerraattiinngg eellsseewwhheerree iinn tthhee LLooccaall HHeeaalltthh SSeerrvviiccee?? IIff ssoo,, hhooww ccoouulldd tthhiiss pprrooggrraamm lliinnkk iinn??

❖ WWhhoo aarree tthhee lliikkeellyy ssttaakkeehhoollddeerrss iinn tthhiiss pprrooggrraamm??

❖ WWhhaatt aarree tthheeiirr lliikkeellyy iinntteerreessttss iinn - oorr eexxppeeccttaattiioonnss ooff - tthheepprrooggrraamm??

❖ WWoouulldd tthheeyy bbee iinntteerreesstteedd iinn wwoorrkkiinngg jjooiinnttllyy oonn tthhee pprrooggrraamm??

❖ AArree tthheerree aannyy ffoorreesseeeeaabbllee pprroobblleemmss wwoorrkkiinngg iinn ppaarrttnneerrsshhiipp wwiitthhaannyy ooff tthheessee SSttaakkeehhoollddeerrss?? IIff ssoo,, iiss iitt ppoossssiibbllee ttoo aannttiicciippaattee tthheepprroobblleemm((ss)) aanndd ppllaann ffoorr tthheemm aaccccoorrddiinnggllyy??[See Implementation 1, p 49, Contingency Planning and Action]

The broader context

How the proposedprogram contributes topromoting health withinthe Area/District HealthService

Analysing the stakeholders

PPaaggee2222




the issue


context


making ajudgement


❖ WWhhaatt aarree tthhee rreellaattiioonnsshhiippss bbeettwweeeenn tthhee vvaarriioouuss ffaaccttoorrss wwhhiicchhccoonnttrriibbuuttee ttoo tthhee hheeaalltthh iissssuuee??

These factors include:People’s knowledge, attitudes or beliefsThe physical environment in which they live, work and playSocial and economic factorsPolicies or legislationAccess to appropriate services.

❖ WWhhaatt aaddddiittiioonnaall ffaaccttoorrss eennccoouurraaggee oorr ssuussttaaiinn eeaacchh ooff tthheesseeccoonnttrriibbuuttiinngg ffaaccttoorrss??

For example, scheduling of school sport in the heat of the day maybe a factor leading to the increased risk of skin cancer; poorlymaintained footpaths might increase the chance of older peoplehaving falls; lack of social support might be a factor in adolescentsuicide.

❖ WWhhiicchh ffaaccttoorrss iiss iitt ppoossssiibbllee ttoo iinnfflluueennccee?? WWhhiicchh ffaaccttoorrss aarree aammeennaabblleettoo iinntteerrvveennttiioonn??

❖ WWhhaatt ddooeess tthhiiss aannaallyyssiiss iimmppllyy ffoorr tthhee kkiinndd ooff ssttrraatteeggiieess wwhhiicchh mmaayybbee eeffffeeccttiivvee iinn rreeddrreessssiinngg tthhee iissssuuee??[See Planning 2, p 28, Developing specific strategies.]

❖ IIss mmoorree iinnffoorrmmaattiioonn rreeqquuiirreedd ttoo ffuurrtthheerr uunnddeerrssttaanndd tthhee iissssuuee?? IIff ssoo,, hhooww ccaann iitt bbee oobbttaaiinneedd??

Suggestions include:Focus groupsInterviewsField research

Analysing the issue

PPaaggee2233

❖ WWhheenn sseelleeccttiinngg tthhee ffooccuuss ffoorr tthhee pprrooggrraamm,, wwhhaatt bbeesstt mmeeeettss tthheenneeeeddss ooff tthhee::

Target groupStakeholdersFunding bodyOrganisational environment?

❖ WWhhaatt aarree tthhee rreellaattiivvee bbeenneeffiittss ooff sseelleeccttiinngg oonnee aassppeecctt ooff aann iissssuueeoovveerr aannootthheerr aass aa ffooccuuss ffoorr tthhee pprrooggrraamm??

❖ WWiillll tthhee ffooccuuss ooff tthhee pprrooggrraamm bbee:: aa ssiinnggllee iissssuuee;; aa sseett ooff iissssuueess;; aasseettttiinngg;; aa sseerrvviiccee cchhaarraacctteerriissttiicc;; aann eennvviirroonnmmeennttaall //oorrggaanniissaattiioonnaall iissssuuee??

❖ WWiillll tthhee pprrooggrraamm ttaarrggeett aa wwiiddee ccrroossss sseeccttiioonn ooff aa ccoommmmuunniittyy,, ((eegg..wwoommeenn aaggeedd 1188 yyeeaarrss aanndd oovveerr)) oorr wwiillll iitt ccoonncceennttrraattee oonn aassppeecciiffiicc ssuubbggrroouupp,, ((eegg.. IIttaalliiaann mmeenn 4455 yyeeaarrss aanndd oovveerr lliivviinngg iinn aappaarrttiiccuullaarr llooccaall ggoovveerrnnmmeenntt aarreeaa))??

❖ WWhhaatt rreessoouurrcceess wwiillll tthhee pprrooggrraamm rreeqquuiirree?? AArree tthheessee aavvaaiillaabbllee??[See Planning 2, p 30, Reviewing available resources.]

❖ IIff tthhee ffooccuuss ooff tthhee iissssuuee iiss nnoott cclleeaarr,, wwhhaatt aaddddiittiioonnaall iinnffoorrmmaattiioonnwwiillll bbee uusseeffuull aanndd hhooww ccaann iitt bbee oobbttaaiinneedd??[See Planning 1, p 22, Analysing the issue.]

❖ TThhee eexxtteenntt,, nnaattuurree aanndd cciirrccuummssttaanncceess ooff tthhee hheeaalltthh iissssuuee..

❖ TThhee eexxtteenntt ttoo wwhhiicchh iitt iiss kknnoowwnn tthhaatt aa pprrooggrraamm ccaann bbee eeffffeeccttiivvee..

❖ TThhee eexxtteenntt ttoo wwhhiicchh ccoommmmuunniittyy mmeemmbbeerrss aaggrreeee tthhaatt tthhee iissssuuee iissrreelleevvaanntt aanndd sshhoouulldd bbee aaddddrreesssseedd..

❖ TThhee mmaattcchh bbeettwweeeenn rreessoouurrcceess rreeqquuiirreedd ttoo ccoonndduucctt tthhee pprrooggrraammaanndd rreessoouurrcceess aavvaaiillaabbllee..

❖ HHooww wweellll tthhee ffooccuuss ooff tthhee pprrooppoosseedd pprrooggrraamm ffiittss iinnttoo tthhee oovveerraallllssttrraatteeggiicc ggooaallss ooff hheeaalltthh pprroommoottiioonn iinn tthhee llooccaall AArreeaa//DDiissttrriicctt..

Selecting the focus of the program

Criteria for determiningthe focus of the program

PPaaggee2244


End of section checklist

Conducted consultations with key people

Reviewed relevant data and information

Familiar with the characteristics of the target group

Analysed the organisational context in which the program will

operate

Analysed the stakeholders’ needs

Identified contributing factors of the health issue

Selected a focus for the program

PPaaggee2255

P L A N N I N G 2Designing the program


a program



PPaaggee2266


Converting theanalysis of the

issue into a draftplan

Developingroles with key

people

Reviewingavailablesources

Ensuring theprogram is

realistic andachievable


➣ Using the analysis of the issue to design strategies which cansucceed in the local environment.

➣ Developing roles with all the key people involved in the program.

➣ Determining what resources are required to effectively conductthe program.

➣ Checking whether the designed program is realistic andachievable within the organisational context in which it willoperate.

Designing theprogram involves:

➣ To assess the success and/or shortcomings of previous strategiesand how applicable this information is in the current situation.

➣ To clarify the roles other people can play.

➣ To clarify the resources available and how this influences thescale and scope of the program.

➣ To determine aspects of previous programs which are suitable forthis program.

➣ To ensure the program is realistic and achievable, that it fits intothe “bigger picture”, and that proposed approaches ormethodologies are acceptable in the current organisationalcontext.


PPaaggee2277

❖ WWhhaatt iiss tthhee rraannggee ooff pprrooggrraamm ggooaallss?? DDoo tthheeyy ccoorrrreessppoonndd ttoo tthheemmaajjoorr iissssuuee((ss))??

❖ WWhhaatt iiss tthhee rraannggee ooff ppoossssiibbllee pprrooggrraamm oobbjjeeccttiivveess?? DDoo tthheeyyccoorrrreessppoonndd ttoo tthhee ccoonnttrriibbuuttiinngg ffaaccttoorrss??

❖ WWhhaatt iiss tthhee rraannggee ooff ppootteennttiiaall ssttrraatteeggiieess wwhhiicchh ccoouulldd aacchhiieevvee tthheeppoossssiibbllee oobbjjeeccttiivveess??

❖ WWhhiicchh ooff tthheessee ppootteennttiiaall ssttrraatteeggiieess::

• Have been shown to be effective in achieving the desired outcomes? [To review the nature of the issue see: Planning 1, p1 8, Consulting with key

people, Planning 1, p19, Reviewing the relevant information, Planning 1, p22,

Analysing the issue.]

• Have proved to be effective with the specific target groups, eg, culturally sensitive, in an appropriate language?

• Suit the current level of resources in terms of time, money, staff and equipment?[See Planning 2, p30, Reviewing available resources.]

• Have the potential to reach the largest proportion of the target group?

❖ AArree tthhee ppootteennttiiaall ssttrraatteeggiieess aa mmiixxttuurree ooff::

Developing personal skillsStrengthening community actionCreating supportive environmentsBuilding healthy public policyReorienting health services?

Analysing the issues





people





PPaaggee2288

❖ BBaasseedd oonn tthhee aabboovvee aannaallyyssiiss,, wwhhiicchh oobbjjeeccttiivveess aanndd ssttrraatteeggiieess aarreelliikkeellyy ttoo bbee tthhee mmoosstt eeffffeeccttiivvee ffeeaassiibbllee iinn tthhee ccoonntteexxtt iinn wwhhiicchh tthheepprrooggrraamm wwiillll ooppeerraattee??

❖ AArree tthhee oobbjjeeccttiivveess ““SSMMAARRTT””??

SSpecificMMeasurableAAchievableRRelevantTTime specific.

❖ HHaavvee tthhee pprrooppoosseedd ssttrraatteeggiieess bbeeeenn ddiissccuusssseedd wwiitthh tthhee ttaarrggeett ggrroouuppttoo ddeetteerrmmiinnee wwhheetthheerr tthheeyy aarree rreelleevvaanntt,, ccuullttuurraallllyy aapppprroopprriiaattee,,mmeeaanniinnggffuull eettcc??

❖ HHaavvee aannyy ssttrraatteeggiieess ffrroomm eexxiissttiinngg oorr ccuurrrreenntt pprrooggrraammss bbeeeenniiddeennttiiffiieedd wwhhiicchh ccoouulldd bbee uusseedd iinn tthhiiss pprrooggrraamm?? TToo wwhhaatt eexxtteenntt ddootthheessee ssttrraatteeggiieess nneeeedd mmooddiiffyyiinngg??[See Sustainability 1, p 92, Identifying the need and scope for program modification.]

❖ HHaavvee tthhee pprrooppoosseedd ssttrraatteeggiieess bbeeeenn ttrriiaalllleedd oonn aa ssmmaallll ssccaallee ((iiee,, ppiillootttteesstteedd)) ttoo eennssuurree tthheeyy aarree rreeaalliissttiicc aanndd wwiillll pprroodduuccee tthhee ddeessiirreeddoouuttccoommeess??

❖ IIss tthheerree aa llooggiiccaall rreellaattiioonnsshhiipp bbeettwweeeenn tthhee pprrooggrraamm ggooaallss,, oobbjjeeccttiivveessaanndd ssttrraatteeggiieess?? WWiillll tthhee ssttrraatteeggiieess eennaabbllee tthhee ggooaallss aanndd oobbjjeeccttiivveess ttoobbee aacchhiieevveedd??

❖ IIss tthhee rraattiioonnaallee ffoorr tthhee pprrooppoosseedd pprrooggrraamm cclleeaarr??

Selecting the objectives andstrategies

Developing specificstrategies

PPaaggee2299

❖ WWhhoo aarree aallll tthhee kkeeyy ppeeooppllee wwhhoo wwiillll bbee iinnvvoollvveedd iinn tthhee pprrooggrraamm??

❖ WWhhaatt wwiillll bbee tthheeiirr rroollee iinn tthhee pprrooggrraamm??

❖ WWiillll tthheeiirr rroollee iinnvvoollvvee ssuuppppoorrttiinngg tthhee pprrooggrraamm oorr wwiillll tthheeyyccoonndduucctt tthhee pprrooggrraamm oorr ccoommppoonneennttss ooff iitt??[See Planning 1, p21, Analysing the stakeholders, Sustainability 2, p97,

Determining who to market the program to.]

❖ WWoouulldd aa ccoommmmiitttteeee oorr wwoorrkkiinngg ppaarrttyy ccoommpprriisseedd ooff vvaarriioouussssttaakkeehhoollddeerrss aanndd mmeemmbbeerrss ooff tthhee ttaarrggeett ggrroouupp bbee uusseeffuull?? IIff ssoo,, hhaavvee tthhee tteerrmmss ooff rreeffeerreennccee cclleeaarrllyy tthhoouugghhtt tthhrroouugghh??

❖ WWhhaatt wwoouulldd bbee tthhee rroollee ooff tthhee ccoommmmiitttteeee oorr wwoorrkkiinngg ppaarrttyy??WWoouulldd iitt bbee ttoo aaddvviissee,, ttoo mmaakkee ddeecciissiioonnss oorr ttoo mmaannaaggee tthheepprrooggrraamm??

❖ AArree tthheerree aannyy ppootteennttiiaall ssttaakkeehhoollddeerrss wwhhoo mmiigghhtt nnoott ssuuppppoorrtt tthheepprrooggrraamm?? WWhhyy aarree tthheeyy nnoott ssuuppppoorrttiinngg tthhee pprrooggrraamm??

❖ WWhhaatt iiss tthhee eexxtteenntt ooff tthheeiirr iinnfflluueennccee?? IIff ssiiggnniiffiiccaanntt,, hhooww ccaannccoommmmoonn ggrroouunndd bbee rreeaacchheedd??[See Planning 1, p21, Analysing the stakeholders.]

❖ CCaann tthhee ssttaakkeehhoollddeerrss ooffffeerr aannyy rreessoouurrcceess ““iinn kkiinndd””??[For example, staff, written resources, technical support.]

Developing roleswith key people





people





PPaaggee3300





people





❖ HHooww mmaannyy ssttaaffff aarree nneeeeddeedd ttoo ccoonndduucctt tthhee pprrooggrraamm?? WWhhaatt sskkiillllss ddoo tthheeyy rreeqquuiirree??

❖ DDoo tthhee ppeeooppllee iinnvvoollvveedd iinn tthhee pprrooggrraamm hhaavvee tthheessee sskkiillllss oorr hhaavveeaacccceessss ttoo tthheemm?? IIff nnoott,, hhooww ccaann tthheessee sskkiillllss bbee ““ttooppppeedd uupp””??

SSuuggggeessttiioonnss iinncclluuddee::Structured training programsStructured supervisionJob rotationEmployment of a Project workerSecondment

❖ IIff tthheessee aarree nnoott vviiaabbllee ooppttiioonnss,, wwhhaatt aarree tthhee aalltteerrnnaattiivveess??

Hiring consultantsA revision of the strategies selected [See Planning 2, p 28, Developing specific strategies.]

❖ HHooww mmuucchh mmoonneeyy iiss rreeqquuiirreedd ffoorr tthhee pprrooggrraamm?? IIss tthhiiss ffuunnddiinnggaavvaaiillaabbllee?? IIff nnoott,, wwhhaatt aarree tthhee aalltteerrnnaattiivveess??

SSuuggggeessttiioonnss iinncclluuddee::Budget re-allocationAlternative funding bodies eg. NH&MRC, NGOs, hospitalsCollaboration with universities, local council, NGO etc

❖ WWhhaatt rreessoouurrcceess aarree aavvaaiillaabbllee iinn tthhee ccoommmmuunniittyy ttoo ssuuppppoorrtt tthheepprrooggrraamm??

❖ WWhhaatt sskkiillllss oorr rreessoouurrcceess ccaann tthhee ttaarrggeett ggrroouupp ooffffeerr??

Human resources

Financial resources

Community Support

[See Planning 3, p38, Planning for the organisation of tasks.]

PPaaggee3311

❖ AArree iinnssuurrmmoouunnttaabbllee ggaappss ffoorrmmiinngg bbeettwweeeenn tthhee rreessoouurrcceess rreeqquuiirreeddttoo aacchhiieevvee tthhee oobbjjeeccttiivveess aanndd tthhoossee aavvaaiillaabbllee?? IIff ssoo::

• Do the objectives need refocusing?

• Does the selection of strategies need reviewing?[See Planning 2, p 28, Developing specific strategies.]

• Do alternative sources of resources need to be found and obtained?[See Planning 2, p 30, Reviewing available resources.]

• Do more partnerships need forming or more tasks delegating?[See Planning 2, p 29, Developing roles with key people.]

❖ WWhhaatt aarree tthhee sshhoorrtt-tteerrmm bbeenneeffiittss ooff pprroocceeeeddiinngg wwiitthh tthhee ppllaannnneeddpprrooggrraamm?? WWhhaatt aarree tthhee lloonnggeerr-tteerrmm bbeenneeffiittss??

❖ WWhhaatt aarree tthhee ddiissaaddvvaannttaaggeess ooff pprroocceeeeddiinngg wwiitthh tthhee ppllaannnneeddpprrooggrraamm?? [For example, producing a series of glossy publicationsas part of an awareness raising strategy could becounterproductive by giving the impression that the healthpromotion has funding to spare]

❖ WWhhaatt aarree tthhee ooppppoorrttuunniittyy ccoossttss ffoorr ccoonndduuccttiinngg tthhee pprrooggrraamm??WWhhaatt aarree tthhee bbeenneeffiittss ooff ccoonndduuccttiinngg tthhiiss pprrooggrraamm ccoommppaarreedd ttootthhee bbeenneeffiittss ooff ccoonndduuccttiinngg aann aalltteerrnnaattiivvee pprrooggrraamm??[See Planning 1, p 23, Criteria for determining the focus of the program.]

❖ DDoo tthhee eexxppeecctteedd oouuttccoommeess jjuussttiiffyy tthhee lleevveell ooff rreessoouurrcceess rreeqquuiirreeddttoo rruunn tthhee pprrooggrraamm??[See Planning 2, p 30, Reviewing available resources.]

Ensuring the program isrealistic and achievable

Deciding if the program isworth pursuing





people





PPaaggee3322



Goals and objectives written

Strategies Selected

Key people’s role in the program clarified

Existing programs reviewed and adapted, if relevant

Resources available to support the program reviewed

Confirmation that the planned program is realistic and achievable

within the organisational context in which it will operate

PPaaggee3333


‘Sunsmart’: Developing Sun Protection Policies at a Local Level

BBaacckkggrroouunndd

Skin cancer is an identified priority health issue at a state and local level in NSW. Sun exposure is a major riskfactor in the development of skin cancer and research indicates that most of the sun damage leading to skin canceroccurs before the age of 20. For this reason many skin cancer prevention campaigns target young children and teenagers.

Concerned by the lack of shade, the history of “outdoor living” associated with rural areas and the prevailingimage of the “bronzed Aussie”, the Health Promotion Unit felt there was a need to develop and implement a localisedskin cancer prevention program.

After a literature review had been completed, consultations were conducted with a range of people includingCluster Directors from the Department of School Education, Community Health Nurses, the Cancer Council and otherpeak organisations in the community.

The aim of gathering the information was to determine the nature of the local problem, who was most affectedby it, the best ways to access the target group, the types of programs which had been trialled and how effective they hadbeen.

The consultations revealed that the Cancer Council had developed a “SunSmart” policy and accompanyingresource material which had recently been distributed to primary schools throughout NSW.

Several programs targeting skin cancer had been conducted in NSW which had successfully generated interest inskin cancer prevention in schools.The practice of wearing hats in the playground had proved successful, with baselinedata indicating 41 per cent of schools in the area had a hat-wearing policy of which an estimated 68 per cent of childrenwere actually wearing hats.

While the figure of 41 per cent was pleasing, there was room for improvement.A local target was set at 70 percent and the health promotion unit and community health nurses decided to design a program to encourage moreschools in the area to develop and implement their “SunSmart policy”, focusing on wearing hats while outdoors.

A program team was convened, comprising a health promotion officer, a community health nurse from eachlocality, and a representative from each of the school Clusters.

The objectives of the program were to:

• Increase the number of schools with SunSmart policies.

• Increase the number of children wearing hats when outdoors at school.

• Increase students’, teachers’ and parents’ understanding of the risks involved with excessive exposure to UV light.

The key strategies were to:

• Develop in consultation with representatives from each school community, a SunSmart policy which required children to wear hats when outdoors and reduce their exposure to UV rays.

• Provide information sessions for staff, students and parents on the risk of excessive sun exposure.

CC AA SS EE SS TT UU DD YY

PPaaggee3344


UUssiinngg tthhee gguuiiddeelliinneessIn this case the entry point for using the guidelines was “Designing the Program”. Having selected the objectives

and strategies, it was time work out the extent of resources available to support the program.






people





Human Resources

❖ HHooww mmaannyy ssttaaffff aarree nneeeeddeedd ttoo ccoonndduucctt tthhee pprrooggrraamm?? WWhhaatt sskkiillllss ddoo tthheeyy rreeqquuiirree??

❖ DDoo tthhee ppeeooppllee iinnvvoollvveedd iinn tthhee pprrooggrraamm hhaavvee tthheessee sskkiillllss oorr hhaavvee aacccceessss ttoo tthheemm?? IIff nnoott,, hhooww ccaann tthheessee sskkiillllss bbee ““ttooppppeedd uupp””??

SSuuggggeessttiioonnss iinncclluuddee::Structured training programsJob rotationStructured supervisionSecondmentEmployment of a project worker

❖ IIff tthheessee aarree nnoott vviiaabbllee ooppttiioonnss,, wwhhaatt aarree tthhee aalltteerrnnaattiivveess??

Hiring consultantsA revision of the strategies selected[See Planning 2, p28, Developing specific strategies.]

Financial Resources

❖ HHooww mmuucchh mmoonneeyy iiss rreeqquuiirreedd ffoorr tthhee pprrooggrraamm?? IIss tthhiiss ffuunnddiinngg aavvaaiillaabbllee?? IIff nnoott,, wwhhaatt aarree tthhee aalltteerrnnaattiivveess??

SSuuggggeessttiioonnss iinncclluuddee::Budget re-allocationAlternative funding bodies eg. NH&MRC, NGOs, hospitalsCollaboration with universities, local council, NGO etc

PPaaggee3355


The resources required to conduct this program included individuals who had a good rapport withlocal school communities and a working knowledge of skin cancer - its causes, symptoms, treatment andmeans of prevention. The stakeholders agreed that Community Health Nurses provided the best blend of theseskills and would be appropriately placed to implement the program.

The only aspect the Community Health Nurses were uncertain about was speaking to large gatheringsof teachers or P&C groups, so it was agreed the health promotion unit would develop a “speaker’s kit” andsome supporting written materials to help the nurses gain confidence in speaking to large groups.

Being a collaborative program between the health promotion unit and Community Health, enoughmoney was available to buy hats and pump packs of 15+ suncream, print the resource material and produce“SunSmart” stickers.

Parents, teachers and students were canvassed for support and several parents and studentsvolunteered their support in the form of advice on the best way to access their local school community andgain the children’s support for the program. A competition was organised for the best designed SunSmartschool uniform and children were given incentives if they wore their hats outdoors.


Community Support

❖ WWhhaatt rreessoouurrcceess aarree aavvaaiillaabbllee iinn tthhee ccoommmmuunniittyy ttoo ssuuppppoorrtt tthhee pprrooggrraamm..

❖ WWhhaatt sskkiillllss aanndd rreessoouurrcceess ccaann tthhee ttaarrggeett ggrroouupp ooffffeerr??

PPaaggee3366

P L A N N I N G 3Developing the action plan


a program



PPaaggee3377


Planning for theorganisation of

tasks

Constructinga time frame

Developing acommunication

strategy


➣ Organising the strategies into a sequence of tasks.

➣ Constructing a time frame.

➣ Developing a communication strategy.

Developing the action plan involves:

➣ To enable the analysis and broad outline of the program to beconverted into a working plan.

➣ To ensure the “nuts and bolts” of the program are organised, ie. establishing the sequence of events, clarifying roles andresponsibilities, allocating resources etc.

➣ To ensure effective communication procedures are established tomonitor progress of the program effectively.


PPaaggee3388

❖ WWhhaatt ttaasskkss aarree rreeqquuiirreedd ttoo iimmpplleemmeenntt eeaacchh ssttrraatteeggyy??

❖ WWhhaatt iiss tthhee sseeqquueennccee ooff tthheessee ttaasskkss??

❖ WWhhoo wwiillll ppeerrffoorrmm tthheessee ttaasskkss??

❖ WWhhaatt qquuaalliittyy ccoonnttrrooll mmeeaassuurreess wwiillll bbee uusseedd ttoo eennssuurree tthhee pprrooggrraamm pprrooggrreesssseess aass ppllaannnneedd??[See Implementation 1, p44-50, Ensuring quality implementation of the program.]

❖ AAtt wwhhaatt iinntteerrvvaallss wwiillll tthhee pprrooggrreessss ooff tthheessee ttaasskkss bbee rreevviieewweedd??

❖ WWhhaatt aarree tthhee iinnddiiccaattoorrss ooff ssuucccceessss ffoorr ccoommpplleettiioonn ooff kkeeyy ttaasskkss??((TThhaatt iiss,, ppeerrffoorrmmaannccee iinnddiiccaattoorrss..))

❖ WWhhaatt rreessoouurrcceess aarree rreeqquuiirreedd ttoo ccoommpplleettee eeaacchh ttaasskk??[See Planning 2, p 30, Reviewing available resources.]

❖ AArree pprroottooccoollss rreeqquuiirreedd ttoo iimmpplleemmeenntt aannyy aassppeeccttss ooff tthhee pprrooggrraamm??((FFoorr eexxaammppllee,, ccoonndduuccttiinngg ffooccuuss ggrroouuppss..)) IIff ssoo,, wwhhoo wwiillll ddeevveelloopptthheemm?? HHooww wwiillll tthhee iinnddiivviidduuaallss uussiinngg tthheemm bbee ttrraaiinneedd??

For each strategy

Developing programprotocols



tasks



strategy


PPaaggee3399

❖ IInn wwhhaatt oorrddeerr wwiillll tthhee ttaasskkss bbee ppeerrffoorrmmeedd?? WWhhaatt ttaasskkss nneeeedd ttoo bbee ccoommpplleetteedd bbeeffoorree ootthheerr ttaasskkss aarree ssttaarrtteedd??

❖ WWhhaatt aarree tthhee mmoosstt ccrriittiiccaall ttaasskkss?? IIss tthheerree eennoouugghh ttiimmee aallllooccaatteedd ttoo ccoommpplleettee tthheessee ttaasskkss??

❖ IIss tthhee oovveerraallll ttiimmee ffrraammee ffoorr tthhee pprrooggrraamm rreeaalliissttiicc?? HHaass aalllloowwaannccee bbeeeenn mmaaddee ffoorr ffaaccttoorrss ssuucchh aass

Recruitment

Travel

Consultants

Translations

New staff who may require “orientation” to health promotion

Training

Clinical staff who may need orientation to health promotion

Working with other groups

Illness, holidays, other leave

“Other duties” such as staff meetings, planning days, conferences etc.

❖ HHaass ssuuffffiicciieenntt ttiimmee bbeeeenn aallllooccaatteedd ttoo eennaabbllee tthhee oobbjjeeccttiivveess ttoo bbeemmeett??

The time frame



tasks



strategy


PPaaggee4400

❖ DDooeess tthhee pprrooggrraamm ppllaann iinncclluuddee aa ccoommmmuunniiccaattiioonn ssttrraatteeggyy?? TThhiiss iinnvvoollvveess ddeecciissiioonnss aabboouutt:: tthhee ttyyppee ooff iinnffoorrmmaattiioonn ttoo bbeeccoonnvveeyyeedd,, ttoo wwhhoomm,, wwhheenn tthheeyy rreeqquuiirree tthhee iinnffoorrmmaattiioonn aanndd wwhhaattffoorrmmaatt iiss mmoosstt ssuuiittaabbllee..

Suggestions for professional communication include:Documented reportsMinutes from meetingsNewslettersSeminars/workshops/conferences

Suggestions for broader communication include:Information displays at shopping centres, community notice boardsLaunchesMass media, advertisements and editorialsWorkshop/conferencesLocal fairsNewsletters

Suggestions on who to communicate with include:Members of the target groupLocal Health Promotion OfficersLocal Health Service ExecutiveLocal Health Service staffLocal communityLocal mediaMass media

The communication strategy



tasks



strategy


[See Implementation 1, p 36, Maintaining effective communication; Implementation 2, p 42, Identifyingopportunities to raise the program’s profile; Implementation 3, p50, Providing feed back to stakeholders.]

PPaaggee4411

❖ WWiillll aannyy ooff tthhee ppllaannnneedd eevveennttss oorr rreesseeaarrcchh ffiinnddiinnggss pprroovviiddee aannooppppoorrttuunniittyy ffoorr tthhee pprrooggrraamm ttoo rraaiissee iittss pprrooffiillee??

❖ WWiillll aannyy ooff tthhee ppllaannnneedd eevveennttss oorr rreesseeaarrcchh ffiinnddiinnggss pprroovviiddee aahhuummaann iinntteerreesstt ssttoorryy ffoorr mmaassss mmeeddiiaa??

❖ DDoo aannyy ooff tthhee ssttaakkeehhoollddeerrss hhaavvee aa hhiigghh pprrooffiillee wwhhiicchh ccoouulldd bbeeuusseedd ttoo pprroommoottee tthhee pprrooggrraamm??

❖ WWhhaatt iiss tthhee bbaassiicc ppuurrppoossee ooff aa ppuubblliicciittyy eevveenntt??

❖ WWhhaatt iiss tthhee kkeeyy mmeessssaaggee??

❖ DDooeess tthhiiss ssuuiitt tthhee ccoonntteenntt aanndd ““ccuullttuurree”” ooff tthhee pprrooggrraamm,, aanndd iittssttaarrggeett aauuddiieennccee??

❖ WWhhoo mmiigghhtt bbee iinntteerreesstteedd iinn tthhee eevveenntt aanndd wwhhyy??

❖ WWhhaatt ttyyppee ooff eevveenntt wwiillll iitt bbee??

• Launch

• Information session

• Workshop

• Demonstration

❖ WWhhoo wwiillll oorrggaanniissee iitt??

❖ WWhheenn wwiillll iitt bbee sscchheedduulleedd??

Planning opportunities toraise the program’sprofile

Publicity Events

PPaaggee4422



Action plan designed

Tasks organised into a logical sequence

Responsibility of monitoring and completion of tasks clarified

Time frame constructed

Communication plan developed


a program



EEffffeeccttiivveellyyddooccuummeennttiinngg aannddccoommmmuunniiccaattiinngg

tthhee pprrooggrraamm’sspprrooggrreessss

EEnnssuurriinngg qquuaalliittyyiimmpplleemmeennttaattiioonnooff tthhee pprrooggrraamm

FFoolllloowwiinngguupp aaddddiittiioonnaallooppppoorrttuunniittiieess




results




Marketingthe



IMPLEMENTATION

Implementation 1 Implementation 2 Implementation 3

EEnnssuurriinngg qquuaalliittyyiimmpplleemmeennttaattiioonn ooff tthhee

pprrooggrraamm

EEffffeeccttiivveellyy ddooccuummeennttiinngg aanndd ccoommmmuunniiccaattiinngg

tthhee pprrooggrraamm’ss pprrooggrreessss

FFoolllloowwiinngg uuppaaddddiittiioonnaall ooppppoorrttuunniittiieess

PPaaggee4444

I M P L E M E N T A T I O N 1Ensuring quality implementation of the program



Ensuring qualityimplementation .of the program


PPaaggee4455

I M P L E M E N TAT I O N 1Ensuring quality implementation of the program

Implementing the action

plan

Ensuring effective

communication

Contingencyplanning

and action


➣ Ensuring the program manager or co - ordinator is clear aboutwhat needs to be achieved.

➣ Clarifying the roles, responsibilities and expectations of theproject team and project manager or co-ordinator.

➣ Establishing monitoring systems to: provide information on thequality of the activities being implemented; and assist in the earlyidentification of potential problems and opportunities.

➣ Contingency planning, as required.

Ensuring qualityimplementation of the program involves:

➣ To ensure all aspects of implementing the program are clear tothe people involved.

➣ To ensure that established lines of communication andmanagement are accepted and used.

➣ To maximise the use of resources and opportunities.

➣ To anticipate and overcome problems.


PPaaggee4466


❖ IIss tthhee lliisstt ooff ttaasskkss oouuttlliinneedd iinn tthhee aaccttiioonn ppllaann bbeeiinngg uusseedd ttoo gguuiiddeeiimmpplleemmeennttaattiioonn ooff tthhee pprrooggrraamm??[See Planning 3, p 38, Planning for the organisation of tasks.]

❖ HHaass aa ssyysstteemm bbeeeenn sseett uupp ttoo mmoonniittoorr tthhee iimmpplleemmeennttaattiioonn ooff tthheesseettaasskkss??

❖ HHaass aa ssyysstteemm bbeeeenn sseett uupp ttoo rreevviieeww pprrooggrreessss ooff tthhee pprrooggrraamm aattrreegguullaarr iinntteerrvvaallss?? IIss tthhee ttiimmiinngg ooff tthheessee rreevviieewwss aapppprroopprriiaattee ttoo tthheeppaaccee ooff tthhee pprrooggrraamm??

❖ IIss tthhee pprrooggrraamm rruunnnniinngg oonn,, oorr cclloossee ttoo,, tthhee ttiimmee ffrraammee?? IIff tthheerree aarreeddeellaayyss,, hhooww aarree tthheeyy ttoo tthhee oovveerraallll pprrooggrraamm?? WWhhaatt ccaann bbee ddoonneeaabboouutt tthheemm??[See Implementation 1, p49, Contingency planning and action.]

❖ AArree bbaassiicc ttiimmee mmaannaaggeemmeenntt tteecchhnniiqquueess bbeeiinngg uusseedd ttoo eennssuurree tthhaatttthhee iimmpplleemmeennttaattiioonn pprroocceessss iiss eeffffiicciieenntt??

Suggestions include:

• Identifying where time is “used up” by keeping a time log or diary of activities.

• Listing all tasks which need completing. Ranking these tasks in order of priority.

• Systematically working through those tasks in order of priority.

• Breaking overwhelming tasks into smaller manageable components.

• Working on one task at a time until all (or a reasonable chunk) is completed.

Implementingthe action plan


plan

Ensuring effective

communication

Contingencyplanning

and action


PPaaggee4477

Conducting processevaluation

Making more time by:

• Learning to say “no”.

• Allocating realistic time frames for the completion of tasks.

• Setting aside extra time for the unexpected.

• Keeping a list of short activities which can be performed in-between bigger activities, when there is “five minutes spare”.

• Being decisive

❖ IIss tthhee pprrooggrraamm oonn,, oorr cclloossee ttoo,, bbuuddggeett?? IIff nnoott,, wwhhaatt cchhaannggeess nneeeeddttoo bbee mmaaddee aanndd hhooww wwiillll tthheeyy aaffffeecctt tthhee ddiirreeccttiioonn ooff tthhee pprrooggrraamm??

❖ HHaavvee cciirrccuummssttaanncceess cchhaannggeedd ssoo tthheerree aarree nneeww ooppppoorrttuunniittiieess tthheepprrooggrraamm ccaann ttaakkee aaddvvaannttaaggee ooff??[See Implementation 2, p51-58, Following up additional opportunities.]

❖ AArree tthhee ssttrraatteeggiieess aanndd rreessoouurrcceess bbeeiinngg iimmpplleemmeenntteedd uunnddeerrggooiinnggaannyy ffoorrmm ooff pprroocceessss eevvaalluuaattiioonn??

Suggestions include reviewing:Quality of program materialsQuality of staff deliveryReach of the programParticipation rates

❖ IIss tthheerree ssyysstteemmaattiicc mmoonniittoorriinngg aanndd ddooccuummeennttaattiioonn ooff tthheemmaannaaggeemmeenntt pprroocceessss?? FFoorr eexxaammppllee::

Decision making processProgram meetingsStaff performanceThe use of resourcesSupervision procedures

PPaaggee4488


❖ HHaavvee yyoouu ddiissccuusssseedd tthhee rroolleess aanndd rreessppoonnssiibbiilliittiieess ooff ppeeoopplleeiinnvvoollvveedd?? AArree tthhee iinnddiivviidduuaallss iinnvvoollvveedd cclleeaarr aabboouutt pprrooggrraamm iiss ttrryyiinnggttoo aacchhiieevvee?? IIss tthhiiss eevviiddeenntt iinn tthheeiirr wwoorrkk??

❖ AArree tthhee ppeeooppllee iinnvvoollvveedd ccoommmmuunniiccaattiinngg eeffffeeccttiivveellyy wwiitthh eeaacchh ootthheerr,,tthhee ttaarrggeett ggrroouupp aanndd tthhee ssttaakkeehhoollddeerrss??

• Are phone calls being returned and conversations being documented?

• Are letters of confirmation being sent?

• Are memos being forwarded and program files kept up-to-date?

❖ IIss aa ccoommmmiitttteeee oovveerrsseeeeiinngg iimmpplleemmeennttaattiioonn ooff tthhee pprrooggrraamm?? IIff ssoo,, iiss iittffoolllloowwiinngg tthhee tteerrmmss ooff rreeffeerreennccee sseett oouutt??[See Planning 2, p 29, Developing roles with key people.]

❖ AArree rreegguullaarr ssuuppeerrvviissiioonn sseessssiioonnss ooccccuurrrriinngg bbeettwweeeenn tthhee ppeeoopplleeiinnvvoollvveedd iinn tthhee pprrooggrraamm aanndd tthhee pprrooggrraamm ccoo-oorrddiinnaattoorr aanndd//oorrmmaannaaggeemmeenntt ccoommmmiitttteeee??

❖ IIss tthhee ccoommmmuunniiccaattiioonn ssttrraatteeggyy bbeeiinngg iimmpplleemmeenntteedd??Are the selected methods of communication (eg, a newsletter orshopping centre display) engaging the target group? Is it receiving apositive response? If not, should the communication plan bereworked?[See Planning 3, p 40, Developing a communication strategy.]

Maintaining clear roles and responsibilities

Providing feedback to peopleinvolved with the program


plan

Ensuring effective

communication

Contingencyplanning

and action


PPaaggee4499


❖ AArree tthheerree pprroobblleemm((ss)) oorr ddeellaayyss wwiitthh aa ppaarrttiiccuullaarr aassppeecctt ooff tthheepprrooggrraamm??

❖ WWhhaatt aarree tthhee iimmmmeeddiiaattee iimmpplliiccaattiioonnss ooff tthhee pprroobblleemm oorr ddeellaayy??AArree tthheerree aannyy ccoonnsseeqquueenncceess iinn tteerrmmss ooff tthhee oovveerraallll ttiimmee ffrraammee??WWiillll tthhee ttiimmee ffrraammee nneeeedd ttoo bbee rreevviisseedd??

❖ WWhhaatt aarree tthhee ooppttiioonnss ffoorr oovveerrccoommiinngg,, mmiinniimmiissiinngg oorr aavvooiiddiinngg tthheepprroobblleemmss oorr ddeellaayyss??

❖ WWhhaatt rreessoouurrcceess aarree aavvaaiillaabbllee ttoo ssuuppppoorrtt tthhee pprrooppoosseedd ooppttiioonnss??

❖ WWhhaatt ddoo tthhee ssttaakkeehhoollddeerrss ffeeeell iiss tthhee mmoosstt vviiaabbllee ssoolluuttiioonn ttoo tthheepprroobblleemm??

❖ WWhhaatt aarree tthhee ppoolliittiiccaall//oorrggaanniissaattiioonnaall rraammiiffiiccaattiioonnss ooff eeaacchh ooff tthheeppoossssiibbllee ooppttiioonnss??

❖ WWhhiicchh ooppttiioonn bbeesstt eennhhaanncceess tthhee pprrooggrraamm’’ss ccrreeddiibbiilliittyy aannddlleeggiittiimmaaccyy??

❖ WWhhiicchh ooppttiioonn ddoo ppeeooppllee iinnvvoollvveedd wwiitthh tthhee pprrooggrraamm ccoonnssiiddeerr iissmmoosstt ffeeaassiibbllee??

❖ TToo wwhhaatt eexxtteenntt iiss aann iimmmmeeddiiaattee aaddjjuussttmmeenntt oorr ddeecciissiioonn ppoossssiibbllee??DDooeess tthhee pprrooggrraamm mmaannaaggeerr oorr ccoo-oorrddiinnaattoorr nneeeedd ttoo bbee ccoonnssuulltteeddaabboouutt tthhiiss ddeecciissiioonn,, oorr mmoorree aaccttiivveellyy iinnvvoollvveedd iinn mmaakkiinngg tthheeddeecciissiioonn??

❖ OOnn tthhee bbaassiiss ooff tthhiiss nneeww iinnffoorrmmaattiioonn,, wwiillll tthhee rreevviisseedd oorr ““nneeww””ssttrraatteeggyy((ss)) eennaabbllee tthhee oorriiggiinnaall oobbjjeeccttiivveess ttoo bbee mmeett?? IIff nnoott,, ddoo tthheeoobbjjeeccttiivveess nneeeedd ttoo bbee rreevviisseedd oorr sshhoouulldd tthhee ffooccuuss ooff tthhee eennttiirreepprrooggrraamm bbee rreeccoonnssiiddeerreedd??[See Planning 1, p 23, Criteria for determining the focus of the program.]

❖ WWhhaatt aarree tthhee ccoonnsseeqquueenncceess ooff cchhaannggiinngg tthhee ffooccuuss ooff tthheepprrooggrraamm?? HHooww wwiillll tthhee cchhaannggee aaffffeecctt tthhee lleevveell ooff aavvaaiillaabblleerreessoouurrcceess?? HHooww wwiillll iitt aaffffeecctt tthhee ssttaakkeehhoollddeerrss’’ rroollee iinn tthheepprrooggrraamm?? WWhhaatt wwiillll bbee tthhee lloonngg-tteerrmm iimmppaacctt??

Assessing the situationand making changes


plan

Ensuring effective

communication

Contingencyplanning

and action


PPaaggee5500



Action plan being implemented

Clarified roles and responsibilities of people involved with the

program

Mechanismns in place to monitor progress of program

Contingency planning and action, if required

Ongoing process evaluation

PPaaggee5511

I M P L E M E N T A T I O N 2Following up additional opportunities





PPaaggee5522

I M P L E M E N TAT I O N 2Following up additional opportunities

Identifyingopportunities to

raise the program’srole

Maintaining supportfor the program


broaden the impactof the program


➣ Raising the profile of the program or people involved.

➣ Maintaining links with stakeholders from a variety ofbackgrounds.

➣ Identifying opportunities to broaden the impact of the programby influencing policy development, the nature of serviceprovision, and levels of community involvement.

Following up additionalopportunities involves:

➣ To increase the impact of the program by broadening its scaleand scope in response to changing circumstances.

➣ To increase the effectiveness of the program by usingopportunities as they arise.

➣ To establish and strengthen networks which can benefit theprogram and which may help sustain it beyond the initial phase.

➣ To increase the skills of people involved with the program.


PPaaggee5533


❖ HHaavvee aannyy ooppppoorrttuunniittiieess ooccccuurrrreedd aass aa rreessuulltt ooff tthhee pprrooggrraamm''ssiimmpplleemmeennttaattiioonn,, oorr cciirrccuummssttaanncceess iinn tthhee wwiiddeerr ccoommmmuunniittyy,, wwhhiicchhccoouulldd rraaiissee tthhee pprrooggrraamm''ss pprrooffiillee??

For example:

• Higher than anticipated participation rates in a program activity

• Topical news headlines that the project team could positively respond to, eg, passive smoking claim successful in court.

• or a call for more sun protection in schools etc.

❖ HHaavvee aannyy ssttaakkeehhoollddeerrss bbeeeenn iinnvvoollvveedd wwiitthh aaccttiivviittiieess wwhhiicchh ccoouullddrraaiissee tthhee pprrooggrraamm''ss pprrooffiillee??

❖ HHaavvee aannyy cceelleebbrriittiieess oorr ootthheerr pprroommiinneenntt mmeemmbbeerrss ooff tthheeccoommmmuunniittyy eexxpprreesssseedd aann iinntteerreesstt iinn tthhee ccaammppaaiiggnn oorr tthhee iissssuueebbeeiinngg aaddddrreesssseedd??

Identifying additionalopportunities to raise theprogram’s profile







[See Planning 3, p 40, Developing a communication strategy.]

PPaaggee5544








❖ HHaavvee aannyy cchhaannggeess ooccccuurrrreedd iinn tthhee oorrggaanniissaattiioonnaall oorr wwiiddeerreennvviirroonnmmeenntt wwhhiicchh rreeiinnffoorrccee tthhee iimmppoorrttaannccee ooff tthhee iissssuuee bbeeiinnggaaddddrreesssseedd bbyy tthhiiss pprrooggrraamm??

For example:• New legislation which supports the overall program objectives• A new Chief Executive Officer who may support health promotion• New research which reinforces the program strategies • A high profile celebrity who has personal interest in the

program’s objectives, strategies, or intended outcomes.

❖ HHaavvee aannyy cchhaannggeess ooccccuurrrreedd wwhhiicchh ccoouulldd wweeaakkeenn mmaannaaggeemmeennttssuuppppoorrtt oobbttaaiinneedd ffoorr tthhee pprrooggrraamm dduurriinngg tthhee ppllaannnniinngg pphhaassee?? IIff ssoo,,wwhhaatt ccaann bbee ddoonnee ttoo rreeggaaiinn tthhee ssuuppppoorrtt??

❖ HHaavvee aannyy cchhaannggeess ooccccuurrrreedd wwhhiicchh ccoouulldd rreedduuccee eexxtteerrnnaall ssuuppppoorrtt?? IIffssoo,, wwhhaatt ccaann bbee ddoonnee ttoo rreeggaaiinn tthhiiss ssuuppppoorrtt??

❖ AArree tthheerree mmuuttuuaall bbeenneeffiittss ttoo bbee ggaaiinneedd bbyy lliinnkkiinngg tthhee pprrooggrraamm wwiitthhnneeww iinniittiiaattiivveess iinn ootthheerr oorrggaanniissaattiioonnss,, ffoorr eexxaammppllee::

• Non-government organisations, such as the National Heart Foundation or QUIT

• Other government departments, such as the Roads and Traffic Authority.

[See Planning 2, p 29, Developing roles with key players.]

❖ AArree tthheerree mmuuttuuaall bbeenneeffiittss iinn ppllaacciinngg tthhee pprrooggrraamm oorr ccoommppoonneennttss ooff iittoonn ootthheerr ppeeooppllee’’ss aaggeennddaass??[See Planning 1, p21, Analysing the stakeholders.]

❖ DDooeess tthhee pprrooggrraamm ooffffeerr aannyy ttrraaiinniinngg ooppppoorrttuunniittiieess ffoorr ssttuuddeennttss oorrvvoolluunntteeeerrss??


PPaaggee5555


❖ DDuurriinngg aannyy ssttaaggee ooff tthhee pprrooggrraamm,, hhaass aa wweeaakknneessss bbeeeenn iiddeennttiiffiieeddiinn kkeeyy ppoolliicciieess oorr tthheeiirr iimmpplleemmeennttaattiioonn wwhhiicchh ccoouulldd bbeeaaddddrreesssseedd?? ((FFoorr eexxaammppllee,, pprroobblleemmss iimmpplleemmeennttiinngg aa ssmmookkee-ffrreeeewwoorrkkppllaaccee..))

❖ HHaass tthhee pprroocceessss ooff ppllaannnniinngg oorr iimmpplleemmeennttiinngg tthhee pprrooggrraammpprroovviiddeedd iinnssiigghhtt oorr aa ffrraammeewwoorrkk wwhhiicchh ccoouulldd ccoonnttrriibbuuttee ttoo llooccaalloorr ssttaattee-wwiiddee ppoolliiccyy?? ((FFoorr eexxaammppllee,, iiddeennttiiffiiccaattiioonn ooff aa pprroodduuccttaassssoocciiaatteedd wwiitthh iinnjjuurriieess..)) IIff ssoo,, wwhhaatt iiss tthhee bbeesstt wwaayy ttoo rreessppoonndd ttootthhiiss??

❖ IIff tthhee pprrooggrraamm ttaarrggeetteedd aann iinnssttiittuuttiioonn oorr oorrggaanniissaattiioonn,, hhaavvee aannyyssttrraatteeggiieess hhaadd aa ssiiggnniiffiiccaanntt iimmppaacctt oonn tthhee oorrggaanniissaattiioonnaall ccuullttuurreeooff tthhee iinnssttiittuuttiioonn ssoo tthhaatt aa wwoorrkkppllaaccee ppoolliiccyy cchhaannggee mmaayy bbeerreeccoommmmeennddeedd??

❖ HHaass iimmpplleemmeennttaattiioonn ooff aannyy aassppeecctt ooff tthhee pprrooggrraamm rreessuulltteedd iinncchhaannggeess iinn tthhee nnaattuurree ooff sseerrvviiccee pprroovviissiioonn ((iiee,, ttoowwaarrddsspprreevveennttiivvee,, ppooppuullaattiioonn hheeaalltthh)) bbyy aannyy ootthheerr hheeaalltthh sseerrvviicceess?? IIff ssoo,,iiss tthheerree aa ppoossiittiivvee wwaayy ttoo rreessppoonndd ttoo tthhiiss??

❖ HHaass iimmpplleemmeennttaattiioonn ooff tthhee pprrooggrraamm hheellppeedd ppllaaccee tthhee hheeaalltthh iissssuueeoonn tthhee aaggeennddaass ooff ootthheerr ggrroouuppss,, eegg,, nnoonn-ggoovveerrnnmmeennttoorrggaanniissaattiioonnss,, llooccaall ggoovveerrnnmmeenntt oorr rreelleevvaanntt iinndduussttrryy ggrroouuppss?? IIffssoo,, hhooww ccaann tthhiiss iinnfflluueennccee bbee mmaaxxiimmiisseedd??

❖ HHaavvee ppeeooppllee wwhhoo hhaavvee hhaadd ccoonnttaacctt wwiitthh tthhee pprrooggrraamm ssoouugghhttffuurrtthheerr iinnffoorrmmaattiioonn oorr eexxpprreesssseedd iinntteerreesstt iinn iitt oorr iittss aaccttiivviittiieess?? IIffssoo,, iiss tthheerree aa ppoossiittiivvee wwaayy ttoo rreessppoonndd ttoo tthhiiss??

❖ HHaass iimmpplleemmeennttaattiioonn ooff tthhee pprrooggrraamm ssttrreennggtthheenneedd sskkiillllss aannddkknnoowwlleeddggee ooff tthhee ttaarrggeett ggrroouupp aanndd ootthheerr ssttaakkeehhoollddeerrss?? HHooww ccaanntthhiiss ssttrreennggtthheenn aanndd mmaaiinnttaaiinn kkeeyy eelleemmeennttss ooff tthhee pprrooggrraamm??

Policy development

Reorientation of services

Strengthening community action







PPaaggee5566

❖ HHaavvee aannyy ssttrraatteeggiieess hheellppeedd ccrreeaattee oorr iinnccrreeaassee aa ddeemmaanndd ffrroomm tthheettaarrggeett ggrroouupp ffoorr cchhaannggee?? ((FFoorr eexxaammppllee,, bbeetttteerr ssttrreeeett lliigghhttiinngg..)) IIff ssoo,,hhooww ccaann tthhiiss eenntthhuussiiaassmm bbee ttaappppeedd??

❖ HHaass tthhee pprrooggrraamm bbeeeenn ssuucccceessssffuull iinn ppllaacciinngg tthhee hheeaalltthh pprroobblleemm oonntthhee ppuubblliicc aaggeennddaa?? IIff ssoo,, hhooww ccaann tthhiiss iinnfflluueennccee bbee mmaaxxiimmiisseedd??

❖ HHaavvee aannyy ooff tthhee ccoommmmuunniittyy ggrroouuppss iinnvvoollvveedd iinn tthhee pprrooggrraammrreeqquueesstteedd ffuurrtthheerr iinnffoorrmmaattiioonn oorr ssuuppppoorrtt?? IIff ssoo,, aarree tthheerree ppoossiittiivveewwaayyss ttoo rreessppoonndd ttoo tthhiiss??

PPaaggee5577



Local environment scanned and opportunities to raise program’s

profile acted upon

Program linked to other organisations is appropriate

Broad-based support for program established

Potential for input into policy development reviewed

PPaaggee5588



The Scalds Campaign: Implementing a State-wide Initiative at the Local Level


The Scalds Campaign is a state-wide program run by the NSW Health Department.The campaign is part of aninjury prevention program and aims to reduce the incidence and prevalence of scalds in children aged 0-5 years.

Scalds are the fourth highest cause of hospitalisation for children aged 0-4 years in NSW. By five years of age, one inevery 200 children will have been scalded seriously enough to require admission to hospital.

The most frequent cause of scalds is hot tea and coffee (48 per cent), hot tap water (12 per cent), liquid spillingfrom saucepans (1 2 per cent) and hot water from kettles (10 per cent).

The goal of the Scalds Campaign is to reduce the frequency and severity of scalds among children aged 0-5 years.

The objectives are to:

• Increase awareness of the scald injury issue.• Increase the priority health services give scalds prevention.• Promote public policy changes conducive to reducing scalds injury.• Encourage modification of household products which are a factor in scald injury.• Promote behaviour change which will help prevent scald injury prevention among carers of children.

The strategies include:

• Mass media.• Implementing the campaign at a local level.• Collaborating with Community Health Services.• Liaison with general practitioners.• Targeting NESB communities.• Working with gas and electricity companies.

Each Health Promotion Unit receives $3,000 per year to support the scalds campaign at a local level. Central Officeprovides each Local Health Service with an information kit detailing the campaign’s rationale, goals, objectives, strategies,time frame and action plan.The kit also includes background information on the target group and suggested activities forcampaign support at a Local level. Each Local Health Service is also given resource material such as posters andpamphlets.

Each Health Service had developed a local campaign plan and had begun implementation.The entry point for usingthe guidelines is “Following up Additional Opportunities”.

PPaaggee5599



Having ensured the standard features of the program are being well implemented, it is now time to scan the localenvironment to identify and link in with opportunities which may be occurring at the local level which could broaden theimpact of the campaign.

The relevant section of the guidelines is:

❖ HHaavvee aannyy cchhaannggeess ooccccuurrrreedd iinn tthhee oorrggaanniissaattiioonnaall oorr wwiiddeerr eennvviirroonnmmeenntt wwhhiicchh rreeiinnffoorrcceetthhee iimmppoorrttaannccee ooff tthhee iissssuuee bbeeiinngg aaddddrreesssseedd bbyy tthhiiss pprrooggrraamm??

FFoorr eexxaammppllee::New legislation which supports the overall program objectivesA new Chief Executive Officer who may support health promotionNew research which reinforces the program strategiesA high profile celebrity who has personal interest in the program’s objectives, strategies, or intended outcomes.

❖ HHaavvee aannyy cchhaannggeess ooccccuurrrreedd wwhhiicchh ccoouulldd wweeaakkeenn mmaannaaggeemmeenntt ssuuppppoorrtt oobbttaaiinneedd ffoorr tthheepprrooggrraamm dduurriinngg tthhee ppllaannnniinngg pphhaassee?? IIff ssoo,, wwhhaatt ccaann bbee ddoonnee ttoo rreeggaaiinn tthhee ssuuppppoorrtt??

❖ HHaavvee aannyy cchhaannggeess ooccccuurrrreedd wwhhiicchh ccoouulldd rreedduuccee eexxtteerrnnaall ssuuppppoorrtt?? IIff ssoo,, wwhhaatt ccaann bbee ddoonneettoo rreeggaaiinn tthhiiss ssuuppppoorrtt??

❖ AArree tthheerree mmuuttuuaall bbeenneeffiittss ttoo bbee ggaaiinneedd bbyy lliinnkkiinngg tthhee pprrooggrraamm wwiitthh nneeww iinniittiiaattiivveess iinn ootthheerroorrggaanniissaattiioonnss,, ffoorr eexxaammppllee::

Non-government organisations, such as the National Heart Foundation or QUITOther government departments, such as the Roads and Traffic Authority.

[See Planning 2, p 29, Developing roles with key players.]

❖ AArree tthheerree mmuuttuuaall bbeenneeffiittss iinn ppllaacciinngg tthhee pprrooggrraamm oorr ccoommppoonneennttss ooff iitt oonn ootthheerr ppeeooppllee’’ssaaggeennddaass??[See Planning 1, p21, Analysing the stakeholders.]

❖ DDooeess tthhee pprrooggrraamm ooffffeerr aannyy ttrraaiinniinngg ooppppoorrttuunniittiieess ffoorr ssttuuddeennttss oorr vvoolluunntteeeerrss??








PPaaggee6600



Scanning the local environment identified a key opportunity which could be used to raise the profile of the ScaldsCampaign at the local level.The local hospital’s Accident and Emergency Department was involved in early planning ofthe campaign and provided statistics on the number of children presenting with scalds in the previous year through itsinjury surveillance system.

The child of a high profile celebrity presented at the hospital with a scald.The Accident and EmergencyDepartment contacted the Health Promotion Unit and helped persuade the celebrity to make a public statementsupporting the Scalds Campaign.

Following the child’s recovery, the celebrity agreed to speak on behalf of the campaign.This was a strong drawcardfor the media. Press releases were written and distributed to all local newspapers.A segment was arranged on a radiotalk-back program involving the celebrity, the child and the accident and emergency specialist who treated the child.Thetalk-back program concentrated on the correct first aid treatment and reinforced to parents the message that scaldingcan easily occur.

PPaaggee6611

I M P L E M E N T A T I O N 3Effectively documenting and communicating the program’s progress





PPaaggee6622

➣ Recording significant features of the program’s progress as theyoccur.

➣ Communicating with the Local Health Service, stakeholders andthe target group to keep them aware of the program’s progressand ensure continuing support.

Effectively documentingand communicating theprogram’s progressinvolves:

➣ To increase the likelihood of the program’s success andmaintenance by establishing broad-based support.

➣ To contribute to the process of accountability.

➣ To provide relevant information for impact and outcomeevaluation to help future planning.


I M P L E M E N TAT I O N 3Effectively documenting and communicating the program’s progress

Documenting theprogram’sprogress

Communicatingthe program’s

progress


PPaaggee6633

❖ HHaass tthhee ffoolllloowwiinngg iinnffoorrmmaattiioonn bbeeeenn ddooccuummeenntteedd??GoalsObjectivesStrategiesAction PlanBaseline data about the issue and target groupPerformance IndicatorsEvaluation methods[See Evaluation 1, p67, Developing the evaluation plan.]

❖ HHaass aa ssyysstteemm bbeeeenn sseett uupp ttoo rreeccoorrdd tthhee pprrooggrraamm’’ss pprrooggrreessss??

❖ AArree tthhee ppeeooppllee iinnvvoollvveedd wwiitthh tthhee pprrooggrraamm aawwaarree ooff,, aanndd ssaattiissffiieeddwwiitthh,, tthhee pprroocceedduurree ffoorr rreeccoorrdd kkeeeeppiinngg??

❖ IIss tthhee rreeccoorrdd kkeeeeppiinngg aanndd rreeppoorrttiinngg ssyysstteemm ccoonnttrriibbuuttiinngg ttoo tthheeeeffffeeccttiivvee rruunnnniinngg ooff tthhee pprrooggrraamm oorr iiss iitt ccrreeaattiinngg aann uunnnneecceessssaarryywwoorrkkllooaadd ffoorr tthhee wwoorrkkeerrss??

❖ DDooeess tthhee rreeccoorrddiinngg ssyysstteemm hhaavvee tthhee ccaappaacciittyy aanndd fflleexxiibbiilliittyy ttoorreeccoorrdd uunneexxppeecctteedd rreessuullttss aass tthheeyy ooccccuurr?? CCaann iitt ttrraacckk tthheesseerreessuullttss??

❖ DDooeess iitt iinncclluuddee ddeettaaiilleedd ddooccuummeennttaattiioonn ooff tthhee mmeetthhooddoollooggyy ssootthhaatt aannyy aassppeecctt ooff tthhee pprrooggrraamm ccaann bbee rreeppeeaatteedd??

Documenting the program’s progress

[See Planning 2, p25-33, Designing the intervention.]




progress


PPaaggee6644

❖ AArree tthhee LLooccaall HHeeaalltthh SSeerrvviicceess eexxeeccuuttiivveess,, ssttaakkeehhoollddeerrss aanndd ttaarrggeettggrroouuppss bbeeiinngg kkeepptt iinnffoorrmmeedd ooff tthhee pprrooggrraamm’’ss pprrooggrreessss??

Providing feedback to the Local Health Service




progress


[See Implementation 1, p48, Ensuring effective communication: Sustainability 2, p98, Deciding how to market the program.]

PPaaggee6655



Ongoing progress of program recorded

Stakeholders informed of program’s progress

Local Health Service informed of relevant progress


a program





Ensuring qualityimplementationof the program


CCoommmmuunniiccaattiinnggtthhee eevvaalluuaattiioonn

rreessuullttss aannddrreeccoommmmeennddaattiioonnss

AAsssseessssiinngg tthheepprrooggrraamm’ss

rreessuullttss

DDeevveellooppiinngg tthheeeevvaalluuaattiioonn ppllaann



Marketingthe



EVALUATION

Evaluation 1 Evaluation 2 Evaluation 3

DDeevveellooppiinngg tthheeeevvaalluuaattiioonn ppllaann

CCoommmmuunniiccaattiinngg tthheeeevvaalluuaattiioonn rreessuullttss

aanndd rreeccoommmmeennddaattiioonnss

AAsssseessssiinngg tthheepprrooggrraamm’ss rreessuullttss

PPaaggee6677

E V A L U A T I O N 1Developing the evaluation plan




results


PPaaggee6688


Clarifying thepurpose of

the evaluation

Selecting thescale and scope

of the evaluation

Determining themethodology

Organising howthe evaluation

will be conducted


➣ Clarifying the purpose of the evaluation.

➣ Selecting the scale and scope of the evaluation.

➣ Determining the methodology.

➣ Planning implementation of the evaluation.

➣ Establishing protocols and quality control measures to ensure theevaluation produces valid and reliable results.

➣ Planning analysis of the data.

➣ Planning distribution of the evaluation findings.

Developing theevaluation plan involves:

➣ To decide which aspects of the program will be evaluated andwhy.

➣ To assess the effect of the program over time.

➣ To ensure the methodology provides results which can beusefully interpreted.

➣ To ensure the evaluation contributes to accountability.

➣ To ensure the evaluation is efficiently and effectively conducted.

➣ To ensure the evaluation provides the information the variousmeets the needs of the various stakeholders.

➣ To ensure the results are documented and disseminated torelevant audiences.


PPaaggee6699

❖ WWhhaatt iiss tthhee pprriimmaarryy ppuurrppoossee ooff ccoonndduuccttiinngg aann eevvaalluuaattiioonn ooff tthhiisspprrooggrraamm??

Suggestions include:• To check the extent and/or quality of the program’s

implementation.

• To provide feedback to key stakeholders, including the target group.

• To identify the extent performance indicators have been achieved.

• To identify ways the program could be improved.

• To establish the effectiveness of a particular program.

• To decide whether the program should be continued.

❖ HHooww wwiillll tthhee eevvaalluuaattiioonn ooff tthhiiss pprrooggrraamm hheellpp mmoonniittoorr kkeeyy hheeaalltthhpprroommoottiioonn oobbjjeeccttiivveess aanndd wwiiddeenn oouurr kknnoowwlleeddggee aabboouutt eeffffeeccttiivveessttrraatteeggiieess??

❖ WWiillll eevvaalluuaattiinngg tthhee pprrooggrraamm pprroovviiddee nneeww iinnffoorrmmaattiioonn aabboouutteeffffeeccttiivvee hheeaalltthh pprroommoottiioonn pprraaccttiiccee??

❖ HHaass aa ccoommppaarraabbllee pprrooggrraamm bbeeeenn eevvaalluuaatteedd eellsseewwhheerree?? WWiillll tthhee ccuurrrreenntt eevvaalluuaattiioonn aadddd ttoo eexxiissttiinngg iinnffoorrmmaattiioonn??

Clarifying the purposeof the evaluation



the evaluation


of the evaluation



will be conducted


PPaaggee7700



the evaluation


of the evaluation



will be conducted


❖ HHooww mmuucchh ttiimmee,, mmoonneeyy aanndd ssttaaffffiinngg hhaass bbeeeenn iinnvveesstteedd iinn tthhiisspprrooggrraamm?? IIss iitt ssuuffffiicciieennttllyy iinnnnoovvaattiivvee ttoo wwaarrrraanntt eevvaalluuaattiioonn oorr iiss iittssuuffffiicciieenntt iinn tthhee cciirrccuummssttaanncceess ttoo mmoonniittoorr tthhee qquuaalliittyy ooff tthhee pprrooggrraammiimmpplleemmeennttaattiioonn??

❖ WWhhaatt lleevveell oorr ttyyppeess ooff oouuttccoommeess ccoorrrreessppoonndd ttoo tthhee pprrooggrraamm’’ssoobbjjeeccttiivveess aanndd aarree mmoosstt uusseeffuull aass tthhee ffooccuuss ooff tthhee eevvaalluuaattiioonn??

FFoorr eexxaammppllee::

Long term outcome (outcome measures)A change in health status such as reduced mortality, morbidity or disability, or improved quality of life.

Intermediate outcome (impact measures)Changes in:

• Knowledge, skills or attitudes• Behaviour• Public policy• The extent of policy implementation• The environment• The nature of service provision• Social support structures• Patterns of community participation

Short term outcome (process measures)Changes in:

• Levels of participation• Participants’ satisfaction with the program• Program reach• Recall of key messages• The quality and accessibility of resources

Selecting the scale and scopeof the evaluation

PPaaggee7711

❖ WWhhaatt cchhaarraacctteerriissttiiccss ddeeffiinnee tthhee ssuucccceessss ooff tthhee eexxppeecctteeddoouuttccoommeess ooff tthhiiss pprrooggrraamm?? WWhhaatt aarree tthhee iinnddiiccaattoorrss ssuucccceessssffuullpprrooggrraamm??

❖ HHooww ccaann tthheessee cchhaannggeess bbee mmeeaassuurreedd?? WWhhaatt iinnffoorrmmaattiioonn iissrreeqquuiirreedd??

❖ WWhhaatt ssttaannddaarrddiisseedd mmeeaassuurreess aanndd//oorr ootthheerr ““ttoooollss”” ccaann bbee uusseedd ttoommeeaassuurree tthheessee cchhaannggeess??

❖ HHooww hhaavvee ssiimmiillaarr pprrooggrraammss bbeeeenn eevvaalluuaatteedd?? CCaann tthhee ssaammeemmeetthhooddss oorr ddaattaa ccoolllleeccttiioonn tteecchhnniiqquueess bbee uusseedd ffoorr tthhiisseevvaalluuaattiioonn??

SSuuggggeessttiioonnss iinncclluuddee::Existing questionnairesItems of existing questionnairesEstablished protocols

❖ WWhheenn wwiillll tthhee iinnffoorrmmaattiioonn bbee ccoolllleecctteedd??

• Baseline (how long before?)• Post (how long after?)• Follow-up (how long after, how often?)

❖ HHooww wwiillll tthhee iinnffoorrmmaattiioonn bbee ccoolllleecctteedd??

• Questionnaire, surveys, interviews - in person, by phone,by mail

• Morbidity statistics• Analysis of documents or records• Attendance and/or participation rates• Environmental audit, survey, observation, eg, recording

the number of children wearing hats in the playground• Qualitative methods, eg, focus groups, video/audio

recordings




the evaluation


of the evaluation



will be conducted


PPaaggee7722

❖ IIss iitt ppoossssiibbllee ttoo uussee aa mmeetthhooddoollooggyy WWhhiicchh eennaabblleess aann aasssseessssmmeenntt oofftthhee eeffffeeccttiivveenneessss ooff tthhee pprrooggrraamm??

Suggestions include:Before and after comparisonsProgram/non-program comparisonsComparisons to existing population norms, eg, target groups’ bloodpressures compared to National Heart Foundation’s Risk FactorPrevalence Survey

❖ HHaass tthhee cchhooiiccee ooff mmeetthhooddoollooggyy bbeeeenn ddiissccuusssseedd wwiitthh tthhee rreesseeaarrcchhaanndd eevvaalluuaattiioonn ooffffiicceerr??

If a sample population is required:

❖ WWhhaatt ssaammppllee ssiizzee wwiillll bbee nneeeeddeedd ttoo ddeetteerrmmiinnee iiff tthhee pprrooggrraamm hhaassrreessuulltteedd iinn ssiiggnniiffiiccaanntt cchhaannggeess??

❖ HHooww wwiillll tthhee ssaammppllee ppooppuullaattiioonn bbee rreeccrruuiitteedd?? WWhhaatt pprraaccttiiccaallpprroobblleemmss nneeeedd ttoo bbee oovveerrccoommee??

❖ HHooww lloonngg wwiillll iitt ttaakkee ttoo ggaatthheerr tthhee iinnffoorrmmaattiioonn ffrroomm tthhee ssaammpplleeppooppuullaattiioonn?? IIss tthhiiss aa rreeaassoonnaabbllee ttiimmee ffrraammee ttoo eexxppeecctt tthhee ssaammppllee ttooppaarrttiicciippaattee aanndd rreessppoonndd??

Selecting the samplepopulation for the evaluation

PPaaggee7733

❖ WWhhaatt sskkiillllss aanndd//oorr eexxppeerriieennccee aarree rreeqquuiirreedd ttoo ccoonndduucctt tthheeeevvaalluuaattiioonn??

❖ WWhhaatt rreessoouurrcceess aarree rreeqquuiirreedd ttoo ccoonndduucctt aanndd wwrriittee uupp tthheeeevvaalluuaattiioonn??

Suggestions include:Human resources - trained personnel to collect data, enter data,analyse data.

Computers with relevant software packages for data entry andanalysis.

❖ AArree tthheerree aannyy ooppppoorrttuunniittiieess ttoo iinnvvoollvvee tthhee ccoommmmuunniittyy iinn tthhiisspphhaassee ooff tthhee pprrooggrraamm??

❖ WWhhoo wwiillll ccoolllleecctt tthhee ddaattaa??

❖ WWhheenn wwiillll tthhee ddaattaa bbee ccoolllleecctteedd?? TThhaatt iiss,, wwhhaatt ttiimmee ooff tthhee ddaayy,,wwhhiicchh sseeaassoonn??

❖ WWhhaatt pprreeccaauuttiioonnss wwiillll bbee uunnddeerrttaakkeenn ttoo mmiinniimmiissee bbiiaass dduurriinngg tthheeccoolllleeccttiioonn ooff ddaattaa??

❖ WWhhaatt pprroottooccoollss wwiillll bbee rreeqquuiirreedd ffoorr tthhee ddaattaa ccoolllleeccttiioonn?? HHooww wwiilllltthheeyy bbee ddeevveellooppeedd??

❖ HHooww wwiillll tthhee iinnffoorrmmaattiioonn bbee rreeccoorrddeedd?? WWiillll ssttaannddaarrddiisseedd ffoorrmmaattssbbee ddeevveellooppeedd??

❖ WWhheenn tthhee rraaww ddaattaa iiss ccoolllleecctteedd,, hhooww wwiillll tthhee iinnffoorrmmaattiioonn bbeeccooddeedd oorr ttrraannssccrriibbeedd?? WWiillll tthheerree bbee rreelliiaabbiilliittyy cchheecckkss iinn tthheesseepprroocceesssseess??

Organising how theevaluation will be conducted

Collecting the data



the evaluation


of the evaluation



will be conducted


PPaaggee7744

❖ IIff ddaattaa eennttrryy iiss rreeqquuiirreedd::• Who will be responsible for entering the data?• How much will this cost?• How long will it take?

❖ WWhhoo iiss rreessppoonnssiibbllee ffoorr ccoo-oorrddiinnaattiinngg aanndd mmoonniittoorriinngg ddaattaa ccoolllleeccttiioonnaanndd aannaallyyssiiss??

❖ WWhhaatt sseett ooff aannaallyysseess oorr ccoommppaarriissoonnss wwiillll bbee mmaaddee?? HHaass tthhee ddaattaabbeeeenn ccoolllleecctteedd ttoo aallllooww ffoorr tthhiiss??

❖ WWhhoo wwiillll ddoo tthhee aannaallyyssiiss?? WWhhaatt sskkiillllss wwiillll hhee//sshhee rreeqquuiirree?? HHooww lloonnggwwiillll tthhee aannaallyysseess ttaakkee?? WWhhoo wwiillll wwrriittee uupp tthhee aannaallyyssiiss??

❖ WWhhiicchh ssooffttwwaarree ppaacckkaaggeess wwiillll bbee ssuuiittaabbllee ttoo aannaallyyssee tthhee ddaattaa,, iiee,, EEPPII IINNFFOO,, SSAASS,, SSPPSSSS,, PPAARRAADDOOXX,, NNUUDDIISSTT??

❖ WWiillll tthhee aannaallyyssiiss eennaabbllee aann aasssseessssmmeenntt ooff wwhheetthheerr oorr nnoott tthheepprrooggrraamm ggooaallss aanndd oobbjjeeccttiivveess hhaavvee bbeeeenn aacchhiieevveedd??

❖ WWhhaatt kkiinndd ooff ccoonncclluussiioonnss aarree lliikkeellyy ttoo ffoollllooww ffrroomm tthhee rreessuullttss??

❖ WWhhoo wwiillll rreeqquuiirree aann eevvaalluuaattiioonn rreeppoorrtt((ss)) oorr aa rreeppoorrtt oonn tthheeiimmpplleemmeennttaattiioonn ooff tthhee pprrooggrraamm??

❖ WWhhaatt ffoorrmmss ooff ccoommmmuunniiccaattiioonn oorr rreeppoorrttiinngg aarree aapppprroopprriiaattee??

❖ WWhheenn wwiillll tthhee rreeppoorrtt((ss)) bbee rreeqquuiirreedd??

❖ WWhhoo wwiillll wwrriittee tthhee rreeppoorrtt((ss))??

❖ HHooww wwiillll tthhee rreeppoorrtt((ss)) bbee ddiissttrriibbuutteedd??

❖ IIss aannyy ooff tthhiiss ddooccuummeennttaattiioonn ssuuiittaabbllee ffoorr aa jjoouurrnnaall aarrttiiccllee oorrccoonnffeerreennccee pprreesseennttaattiioonn?? IIff ssoo,, wwhhaatt pprreeppaarraattiioonn iiss rreeqquuiirreedd aatt tthhiissssttaaggee??

Suggestions include:Obtaining information on the most suitable journalsFinding out details of the layout requirementsSubmitting abstract(s) to relevant conferences

Planning the analysis of the data

Planning documentation and distribution of evaluation findings

PPaaggee7755



Purpose of the evaluation clarified

Scale and scope of the evaluation selected

Methodology selected

Collection of data planned (including baseline information)

Organisation of data collection

Analysis of the information, planned

Documentation and dissemination of evaluation findings planned

PPaaggee7766



A Healthy Catering Initiative:An Aboriginal Training College


The Aboriginal Training College is an independent, federally funded college for Aboriginal and Torres Strait Islanders,18 years and over.The college aims to provide students with the opportunity to access education they may have missedout on.

Courses offered include: basic education, Higher School Certificate subjects, business studies and Aboriginal studies.The college has about 100 students from throughout Australia, about 20 of whom live on campus.

The college provides lunch for about 60 people each day, and breakfast and dinner for about 20 people. Lunch isserved as the main meal of day.

Concerned about the nutritional quality and variety of the food being offered, college management contacted thedietitian at the Office for Aboriginal Health who suggested they contact the nutritionist at their Local Health Service.

After discussion with the Health Promotion Unit’s nutritionist, it was decided that a needs assessment beconducted to identify the changes needed to improve the nutritional quality and variety of the food being provided tostudents and staff at the college. It was decided that a student dietitian embarking on work experience in the HealthPromotion Unit would be suitably qualified to conduct the needs assessment.

The student dietitian remained on site at the college for two weeks during the needs assessment to review:

• Cooking practices

• Food supply

• Food wastage

• Customer satisfaction

• Nutritional value of the food.

On the basis of the needs assessment, short and long-term recommendations were made, including a suggestedfollow-up program.

Initially an evaluation was not planned as the needs assessment was not considered to be a program or“intervention”, but rather an “incidental opportunity” which arose and happened to fit in to the Health Promotion Unit’sstrategic priorities of “Aboriginal health” and “nutrition”.

However, it became clear that the needs assessment had evolved into an “intervention” of sorts as the collegeimplemented some of the short-term recommendations resulting in changes in catering practices.This initial positiveresponse created possibilities for systematically assessing and documenting these changes in the form of an evaluationwith the hope of developing a follow-up program.

PPaaggee7777



UUssiinngg tthhee gguuiiddeelliinneessIn this case the entry point to the guidelines is “Developing the Evaluation Plan”, a key process in

the program cycle indicated on the jigsaw.The first thing to do when developing the evaluation is work out why you are doing the evaluation and what it will

achieve.The relevant sections of the guidelines are:

The primary purposes of the evaluation will be:• To determine if the needs assessment was successful in identifying how catering practices at the college can

be improved and• To assess the impact of the needs assessment on catering at the college, ie, which recommendations were

implemented and what effect have they had.

The evaluation will contribute to the body of knowledge in health promotion by increasing our understanding of howstandard approaches to conducting needs assessments of food services can be applied in different settings and with differenttarget groups, in this case Aboriginal people in an educational institution.To our knowledge, few of the numerous cateringimprovement programs developed elsewhere have been evaluated and written up.

❖ WWhhaatt iiss tthhee pprriimmaarryy ppuurrppoossee ooff ccoonndduuccttiinngg aann eevvaalluuaattiioonn ooff tthhiiss pprrooggrraamm??

SSuuggggeessttiioonnss iinncclluuddee::To identify the extent to which the performance indicators have been achieved.To provide feedback to key stakeholders.To decide whether the program should continue.To check the extent and/or quality of the program’s implementation.To establish the effectiveness of a particular program.

❖ HHooww wwiillll tthhee eevvaalluuaattiioonn ooff tthhiiss pprrooggrraamm hheellpp mmoonniittoorr kkeeyy hheeaalltthh pprroommoottiioonn oobbjjeeccttiivveess aannddwwiiddeenn oouurr kknnoowwlleeddggee ooff eeffffeeccttiivvee ssttrraatteeggiieess??

❖ WWiillll eevvaalluuaattiinngg tthhee pprrooggrraamm pprroovviiddee nneeww iinnffoorrmmaattiioonn aabboouutt eeffffeeccttiivvee hheeaalltthh pprroommoottiioonnpprraaccttiiccee??

❖ HHaass aa ccoommppaarraabbllee pprrooggrraamm bbeeeenn eevvaalluuaatteedd eellsseewwhheerree?? WWiillll tthhee ccuurrrreenntt eevvaalluuaattiioonn aadddd ttooeexxiissttiinngg iinnffoorrmmaattiioonn??


Clarifying thepurpose of the

evaluation

Selecting the scaleand scope of the

evaluation



will be conducted


PPaaggee7788



UUssiinngg tthhee gguuiiddeelliinneessHaving determined the main reasons for conducting an evaluation, the next step is to decide on its size.Will it be

a large-scale evaluation measuring several variables, or will it operate on a smaller scale, perhaps monitoring theimplementation of a program?

This program will not warrant a large-scale evaluation as it was not an “intervention” as such, but rather a means ofidentifying what the need would be for an intervention.

However, because of the college’s positive response following the needs assessment, the health promotion unit was keen todocument the process and results.

In this context the outcomes to be measured include:

• The short term outcomes in this context would be to monitor the quality of the needs assessment.• The intermediate outcomes would be to assess the changes in behaviour and attitudes of the target group, and

changes to the catering environment.

❖ HHooww mmuucchh ttiimmee,, mmoonneeyy aanndd ssttaaffffiinngg hhaass bbeeeenn iinnvveesstteedd iinn tthhiiss pprrooggrraamm?? IIss iitt ssuuffffiicciieennttllyyiinnnnoovvaattiivvee ttoo wwaarrrraanntt aa llaarrggee-ssccaallee eevvaalluuaattiioonn oorr iiss iitt ssuuffffiicciieenntt iinn tthhee cciirrccuummssttaanncceess ttoommoonniittoorr tthhee tthhee qquuaalliittyy ooff tthhee pprrooggrraamm iimmpplleemmeennttaattiioonn??

❖ WWhhaatt lleevveell oorr ttyyppeess ooff oouuttccoommeess ccoorrrreessppoonndd ttoo tthhee pprrooggrraamm’’ss oobbjjeeccttiivveess aanndd aarree mmoossttuusseeffuull aass aa ffooccuuss ooff tthhee eevvaalluuaattiioonn??


Clarifying thepurpose of the

evaluation

Selecting the scaleand scope of the

evaluation



will be conducted


PPaaggee7799

E V A L U A T I O N 2Assessing the program’s results




results


PPaaggee8800


Interpreting the results

Makingconclusions and

recommendations


➣ Measuring the results in relation to each objective andperformance indicator.

➣ Analysing the data for patterns, trends, consistencies andinconsistencies.

➣ Interpreting the results to determine how they can be attributedto the program and/or to other factors.

Assessing the program’sresults involves:

➣ To enable a judgment to be made about the effectiveness of theprogram.

➣ To ensure the people working on the program are accountable fortheir “output” and outcomes.

➣ To assess whether the program is worth continuing in its currentformat or in a modified version.


PPaaggee8811

❖ DDiidd tthhee pprrooggrraamm rreeaacchh tthhee ddeessiirreedd ttaarrggeett ggrroouupp??

❖ WWhhaatt wwaass tthheeiirr rreeaaccttiioonn ttoo iitt??

❖ WWeerree tthhee pprrooggrraamm mmaatteerriiaallss ccuullttuurraallllyy aapppprroopprriiaattee??

❖ DDiidd iimmpplleemmeennttaattiioonn ooff tthhee pprrooggrraamm ccrreeaattee aannyy pprroobblleemmss oorrpprroommpptt oobbsseerrvvaattiioonnss wwhhiicchh sshhoouulldd bbee ccoonnssiiddeerreedd wwhheenniinntteerrpprreettiinngg tthhee rreessuullttss??

❖ WWhhaatt wweerree tthhee rreessuullttss oorr kkeeyy oouuttccoommeess ooff tthhee pprrooggrraamm??

❖ WWhhaatt wweerree tthhee ppaatttteerrnnss ooff cchhaannggee??

❖ WWeerree aannyy ooff tthheessee cchhaannggeess ssttaattiissttiiccaallllyy ssiiggnniiffiiccaanntt??

❖ TToo wwhhaatt eexxtteenntt ccoouulldd tthheessee cchhaannggeess bbee aattttrriibbuutteedd ttoo tthhee pprrooggrraamm??

❖ DDiidd tthhee cchhaannggee((ss)) ooccccuurr eevveennllyy aaccrroossss tthhee ttaarrggeett ggrroouupp,, oorr ddiiddssoommee ggrroouuppss rreessppoonndd ddiiffffeerreennttllyy ttoo ootthheerrss?? WWhhaatt ddooeess tthhiissiimmppllyy??

❖ WWhhaatt wweerree tthhee uunneexxppeecctteedd oouuttccoommeess?? HHooww ssiiggnniiffiiccaanntt wwaass tthheeiirriimmppaacctt?? WWhhaatt ddooeess tthhiiss iimmppllyy ffoorr tthhee ccoonncclluussiioonnss aanndd ffoorr ffuurrtthheerrpprrooggrraamm ddeevveellooppmmeenntt??

❖ TToo wwhhaatt eexxtteenntt ddiidd tthhee rreessuullttss iinnddiiccaattee tthhaatt tthhee pprrooggrraamm ggooaallss,,oobbjjeeccttiivveess aanndd ppeerrffoorrmmaannccee iinnddiiccaattoorrss hhaadd bbeeeenn aacchhiieevveedd??

❖ IIss aassssiissttaannccee rreeqquuiirreedd ttoo ffuurrtthheerr aannaallyyssee oorr iinntteerrpprreett tthhee ffiinnddiinnggss??IIff ssoo,, wwhheerree ccaann yyoouu ggeett hheellpp??

Measuringshort-term outcomes

Measuringintermediate orlong-term outcomes




recommendations


PPaaggee8822




recommendations


❖ WWaass tthhee pprrooggrraamm eeffffeeccttiivvee iinn pprroodduucciinngg ssiiggnniiffiiccaanntt cchhaannggee((ss))?? IIff ssoo,, wwhhyy?? IIff nnoott,, wwhhyy nnoott?? WWhhaatt ddooeess tthhiiss iimmppllyy aabboouutt tthhee cchhooiiccee ooff ssttrraatteeggiieess aanndd//oorr eexxeeccuuttiioonn ooff tthhee pprrooggrraamm??

❖ DDiidd aannyy ootthheerr ffaaccttoorrss hhaavvee aa ssiiggnniiffiiccaanntt iinnfflluueennccee oonn pprrooggrraammoouuttccoommeess?? IIff ssoo,, wwhhaatt wweerree tthheeyy?? HHooww ddiidd tthheeyy aaffffeecctt tthhee pprrooggrraamm??

❖ WWhhaatt aaddvviiccee oorr ccoommmmeennttss ccoouulldd bbee mmaaddee ttoo ppeeooppllee iinntteerreesstteedd iinn aapprrooggrraamm lliikkee tthhiiss??

❖ WWhhaatt rreeccoommmmeennddaattiioonnss ccoouulldd bbee mmaaddee bbaasseedd oonn tthhee ffiinnddiinnggss??

Making conclusionsand recommendations



Analysis of results completed

Program objectives and performance indicators assessed

Conclusions and recommendations made

Program’s effectiveness determined, based on the evaluation

findings

PPaaggee8833

PPaaggee8844

E V A L U A T I O N 3Communicating the evaluation results and recommendations




results


PPaaggee8855


Communicating the evaluation

findings

➣ Reporting the findings of the evaluation to stakeholders andother interested parties.

➣ Publishing results and conclusions in refereed journals orpresenting them at conferences.

➣ If appropriate, disseminating the results and conclusions tothe public through the mass media, in newsletters, and/or atseminars.

Designing theprogram involves:

➣ To provide feedback to key players.

➣ To build on the body of knowledge in health promotionregarding effective ways to produce positive change.

➣ To inform the public about progress in improving thecommunity’s health.


PPaaggee8866

Written communication[See Implementation 3, p 64, Communicating the program’s progress:Evaluation 1, p 74, Planning for the documentation and distribution ofthe evaluation findings; Planning 3, p 40, Developing a communicationstrategy.]

Oral and other communication

❖ IIss iitt aapppprroopprriiaattee ttoo ssuubbmmiitt aann aarrttiiccllee bbaasseedd oonn tthhee rreessuullttss oorrrreeccoommmmeennddaattiioonnss ttoo aa rreeffeerreeeedd jjoouurrnnaall oorr ffoorr aa ccoonnffeerreennccee ppaappeerr,,wwoorrkksshhoopp oorr ppoosstteerr??

❖ CCaann tthhee ffiinnddiinnggss oorr rreeccoommmmeennddaattiioonnss bbee uusseedd aass aa bbaassiiss ffoorr ttrraaiinniinnggaanndd sskkiillll ddeevveellooppmmeenntt??

❖ CCaann tthhee ffiinnddiinnggss oorr rreeccoommmmeennddaattiioonnss bbee uusseedd aass aann iimmppeettuuss oorrlleevveerraaggee ffoorr ppoolliiccyy ddeevveellooppmmeenntt??

❖ AArree tthhee eevvaalluuaattiioonn ffiinnddiinnggss bbeeiinngg ccoommmmuunniiccaatteedd ttoo tthhee ttaarrggeett ggrroouupp??

❖ AArree aannyy ooff tthhee ffiinnddiinnggss oorr rreeccoommmmeennddaattiioonnss ooff iinntteerreesstt ttoo tthhee mmeeddiiaa??FFoorr eexxaammppllee,, ccoouulldd tthheeyy pprroovviiddee tthhee bbaassiiss ffoorr aa rraaddiioo iinntteerrvviieeww oorrffeeaattuurree aarrttiiccllee??

Written andoral communications


Communicating the evaluation

findings



Conclusions and recommendations documented and

disseminated to:

❖ Stakeholders

❖ Target group

❖ Other relevant individuals or groups

❖ The public, if appropriate

Papers submitted to refereed journals

Abstract(s) submitted to relevant conferences

PPaaggee8877


a program





Ensuring qualityimplementationof the program





results


AAsssseessssiinngg tthhee vvaalluuee ooff ccoonnttiinnuuiinngg tthhee pprrooggrraamm

EEssttaabblliisshhiinngg ssttrruuccttuurreess wwhhiicchh hheellpp ootthheerrss ttoo aappppllyy tthhee pprrooggrraamm

MMaarrkkeettiinnggtthhee

pprrooggrraammssoo ootthheerrssccaann uussee iitt


SUSTAINABILITY

Sustainability 1 Sustainability 2 Sustainability 3

AAsssseessssiinngg tthhee vvaalluuee ooff ccoonnttiinnuuiinngg tthhee pprrooggrraamm

EEssttaabblliisshhiinngg ssttrruuccttuurreesswwhhiicchh hheellpp ootthheerrss ttooaappppllyy tthhee pprrooggrraamm

MMaarrkkeettiinngg tthhee pprrooggrraammssoo ootthheerrss ccaann uussee iitt

PPaaggee8899

S U S T A I N A B I L I T Y 1Assessing the value of continuing the program



Marketingthe


PPaaggee9900

S U S TA I N A B I L I T Y 1Assessing the value of continuing the program

Deciding if theprogram should beongoing or repeated

Identifying the needand scope for

programmodification

Assessing the cost-benefit of program

modification


➣ Deciding whether or not the program should be discontinued,ongoing or repeated.

➣ Determining what changes the program will need to continuesuccessfully.

➣ Deciding whether the benefits of modifying the program outweighthe associated costs.

Assessing the value of continuing theprogram involves:

➣ To ensure that only effective programs are sustained.

➣ To increase the likelihood of successful health promotionprograms being sustained.

➣ To maximise the use of resources by investing in programs whichhave been shown to be effective at achieving desired outcomes.

➣ To increase the likelihood of achieving significant outcomes byextending the scale and scope of the program.


PPaaggee9911


❖ HHaass tthhee pprrooggrraamm bbeeeenn rruunnnniinngg lloonngg eennoouugghh ttoo aallllooww tthhee eexxppeecctteeddoouuttccoommeess ttoo bbee aacchhiieevveedd?? SShhoouulldd iitt bbee aalllloowweedd ttoo ccoonnttiinnuuee iinn iittssccuurrrreenntt ffoorrmm oorr sshhoouulldd iitt bbee mmooddiiffiieedd aanndd tthheenn rree-aasssseesssseedd?? HHaassiitt bbeeeenn sshhoowwnn ttoo bbee uunnssuucccceessssffuull?? IIff ssoo,, sshhoouulldd iitt bbeeddiissccoonnttiinnuueedd??

❖ CCaann tthhee pprrooggrraamm’’ss eeffffeeccttiivveenneessss bbee ssuubbssttaannttiiaallllyy iimmpprroovveedd?? IIss iittwwoorrtthh ffuurrtthheerr rreesseeaarrcchh aanndd ddeevveellooppmmeenntt??

❖ WWhhaatt iiss tthhee lliikkeelliihhoooodd ooff iinnccrreeaassiinngg tthhee pprrooggrraamm’’ss ssuucccceessss bbyyiimmpplleemmeennttiinngg iitt oonn eeiitthheerr aa llaarrggeerr oorr ssmmaalllleerr ssccaallee?? IIff ssoo,, wwhhaattnneeeeddss ttoo bbee ddoonnee ttoo aacchhiieevvee tthhiiss??

❖ WWhhiicchh ssttaakkeehhoollddeerr((ss)) wwiillll ggeett vvaalluuee ffrroomm tthhee pprrooggrraamm oorr pprrooggrraammccoommppoonneennttss?? AArree aannyy ootthheerr ggrroouuppss oorr iinnddiivviidduuaallss ssuuiittaabbllyy ppllaacceeddttoo ssuussttaaiinn tthhee pprrooggrraamm oorr ppaarrttss ooff iitt??[See Sustainability 2, p 97, Determining who to market the program to.]

❖ DDiidd tthhee pprrooggrraamm rreessuulltt iinn aannyy uunnppllaannnneedd oouuttccoommeess wwhhiicchh ccoouullddbbee ccaappiittaalliisseedd oonn??[See Implementation 2, p51- 58, Following up additional opportunities.]

Deciding if the programshould be ongoing orrepeated



programmodification


modification


PPaaggee9922




programmodification


modification


[See Planning 2, p 31, Ensuring the program is realistic and achievable.]

❖ WWhhaatt aarree tthhee ssttrreennggtthhss aanndd wweeaakknneesssseess ooff tthhee pprrooggrraamm?? IIss tthheerree aannyywwaayy ttoo oovveerrccoommee tthhee wweeaakknneesssseess??

❖ WWhhaatt cciirrccuummssttaanncceess oorr ccrriitteerriiaa ddooeess tthhee pprrooggrraamm rreeqquuiirree ttooooppeerraattee?? TThhaatt iiss,, iiss iitt ppoossssiibbllee ttoo ttrraannssffeerr tthhee pprrooggrraamm ttoo aa ddiiffffeerreenntteennvviirroonnmmeenntt oorr aa ddiiffffeerreenntt ttaarrggeett ggrroouupp??

❖ WWhhaatt rraannggee aanndd lleevveell ooff rreessoouurrcceess ddooeess tthhee pprrooggrraamm rreeqquuiirree??

Identifying the need and scope for programmodification

PPaaggee9933


❖ WWhhaatt rreessoouurrcceess aarree nneeeeddeedd ttoo mmaakkee rreeqquuiirreedd cchhaannggeess?? AArree tthheesseerreessoouurrcceess aavvaaiillaabbllee??[See Planning 2, p 30, Reviewing available resources;

Planning 3, p 39, Constructing a time frame.]

❖ IIss tthheerree aannyy ssuuppppoorrtt ffrroomm ootthheerr uunniittss,, hheeaalltthh sseerrvviiccee ssttaaffff oorraaggeenncciieess ttoo mmooddiiffyy tthhee pprrooggrraamm?? WWiillll tthheerree bbee aannyy ffuunnddiinnggaavvaaiillaabbllee ttoo aassssiisstt wwiitthh tthhiiss pprroocceessss,, ssuucchh aass rreesseeaarrcchh aannddddeevveellooppmmeenntt ggrraannttss oorr sseeeeddiinngg ggrraannttss??

❖ IIff tthhee cchhaannggeess wweerree mmaaddee,, wwhhaatt iiss tthhee lliikkeelliihhoooodd ooff tthhee pprrooggrraammbbeeiinngg ppiicckkeedd uupp oorr ssuussttaaiinneedd??

❖ WWhhaatt aarree tthhee ccoossttss aanndd bbeenneeffiittss ((ddiirreecctt aanndd iinnddiirreecctt)) ooff aallllooccaattiinnggrreessoouurrcceess ttoo mmooddiiffyy tthhee pprrooggrraamm??

❖ WWiillll tthhee bbeenneeffiittss ooff mmaakkiinngg tthhee rreeqquuiirreedd cchhaannggeess oouuttwweeiigghh tthheeccoossttss iinnvvoollvveedd??

❖ WWhhaatt aarree tthhee ccrriitteerriiaa ffoorr mmoonniittoorriinngg aanndd aasssseessssiinngg tthhee oonnggooiinnggeeffffeeccttiivveenneessss ooff tthhee pprrooggrraamm??

Assessing the cost-benefits of program modification



programmodification


modification


PPaaggee9944



Future of program decided

Steps taken to modify program

Stakeholder(s) committed to sustaining the program or

program components

PPaaggee9955

S U S T A I N A B I L I T Y 2Marketing the program so that others can use it



Marketingthe


PPaaggee9966

S U S TA I N A B I L I T Y 2Marketing the program so others can use it

➣ Determining who may be interested in - or able to sustain - theprogram.

➣ Determining what could motivate others to sustain the program.

➣ Deciding how these circumstances could be created or enhancedto encourage others to take up the program.

Marketing the programso others can use itinvolves:

➣ To increase the benefits of the program by extending its scopeand reach.

➣ To reduce unnecessary duplication of work and avoid “re-inventing the wheel”.

➣ To increase the number and range of organisations which may beinterested in sustaining the program.


Determining whoto market theprogram to

Deciding how tomarket theprogram


PPaaggee9977

❖ HHaavvee aannyy ssttaakkeehhoollddeerrss,, ootthheerr ggoovveerrnnmmeenntt sseeccttoorrss oorr aaggeenncciieesseexxpprreesssseedd aann iinntteerreesstt iinn ssuussttaaiinniinngg tthhee pprrooggrraamm??

❖ AArree aannyy ootthheerr ggrroouuppss oorr iinnddiivviidduuaallss ssuuiittaabbllyy ppllaacceedd ttoo ssuussttaaiinn tthheepprrooggrraamm oorr ppaarrttss ooff iitt??

These include:Other Health Promotion UnitsCommunity health centresEthnic health workersNon-government organisations, eg, Heart Foundation, CancerCouncilThe private sector, eg, relevant industry groupsVolunteer groupsCommunity groupsOther government organisations, eg, Roads and Traffic Authority,Drug and Alcohol, Department of EducationLocal councils

❖ DDoo aannyy ooff tthheessee oorrggaanniissaattiioonnss hhaavvee aann oorrggaanniissaattiioonnaall pphhiilloossoopphhyyaanndd//oorr ccoorree ooppeerraattiioonnss wwhhiicchh aarree ccoommppaattiibbllee wwiitthh tthhee aaiimmss aannddmmeetthhooddss uusseedd iinn tthhee hheeaalltthh pprroommoottiioonn pprrooggrraamm??

❖ DDoo aannyy ooff tthheessee oorrggaanniissaattiioonnss hhaavvee ssttrruuccttuurreess - oorr aarree tthheeyy wwiilllliinnggttoo iinnttrroodduuccee ssttrruuccttuurreess - wwhhiicchh wwoouulldd ffaacciilliittaattee iinnccoorrppoorraattiioonn oofftthhee pprrooggrraamm iinnttoo tthheeiirr wwoorrkk pprraaccttiiccee..[See Sustainability 3, p 106, Determining the best methods of offering support.]

❖ DDoo aannyy ooff tthheessee oorrggaanniissaattiioonnss hhaavvee mmaannaaggeemmeenntt ssuuppppoorrtt ffoorrssuussttaaiinniinngg tthhee pprrooggrraamm..[See Sustainability 3, p 105, Management support.]

Identifying groups orindividuals who may beinterested in sustaining theprogram

[See Planning 2, p 54, Maintaining support for the program.]





PPaaggee9988





❖ WWhhaatt wwiillll mmoottiivvaattee ootthheerrss ttoo ssuussttaaiinn tthhee pprrooggrraamm??

❖ WWhhaatt kkiinndd ooff iinnffoorrmmaattiioonn ddoo tthheeyy nneeeedd ttoo ccoonnvviinnccee tthheemm tthheepprrooggrraamm iiss wwoorrtthh ssuussttaaiinniinngg??[See Implementation 3, p 64, Communicating the program’s progress.]

❖ WWhhaatt iiss tthhee bbeesstt wwaayy ttoo ccoonnvveeyy tthhiiss iinnffoorrmmaattiioonn??

• Personal contact?• Written report(s)?• Conference presentations or proceedings?• Newsletter?• On-site visits?• Consumer/customer testimonials?

❖ WWhhoo wwiillll bbee rreessppoonnssiibbllee ffoorr ccoo-oorrddiinnaattiinngg tthhiiss??

❖ HHooww mmuucchh ttiimmee aanndd ootthheerr rreessoouurrcceess wwiillll bbee rreeqquuiirreedd ttoo mmaarrkkeett tthheepprrooggrraamm??

❖ WWhhaatt ootthheerr cciirrccuummssttaanncceess mmiigghhtt eennccoouurraaggee ppeeooppllee ttoo ssuussttaaiinn tthheepprrooggrraamm??

• The opportunity for training and/or staff development?• The opportunity to work in a partnership?

Deciding how to market the program

PPaaggee9999



Individuals or groups interested in sustaining the program,

committed to the program

Structures to sustain the program in place

Strategies implemented to create or enhance an environment

suitable to sustain the program

PPaaggee110000



Wellness Centres: Establishing a regional network


In 1990 the NSW Better Health Program provided funding for six “wellness projects for older people” in NSW.Although each project was unique in its approach and settings, they all aimed to enhance the wellbeing of older peoplethrough developing personal skills.

This case study is based on one of the six projects, a "Wellness Centre” in rural NSW.

“Wellness” is a holistic concept which aims to enhance the quality of life rather than merely ensuring the absenceof disease and ability to be self reliant.The "Wellness Centre” was established by a community nurse, modelled on aCanadian program. It aimed to provide a friendly environment where older people could have their physical healthmonitored (blood pressure, height, weight etc), participate in gentle exercise and relaxation programs, update theirknowledge on nutrition and general health issues, and enjoy social interaction with peers.

The clinic entailed a weekly two-hour session.After every four to six sessions, an afternoon tea was held and theprevious sessions discussed.

Process evaluation and casual observation of the Wellness Centre 12 months later indicated it had been wellreceived. Attendance rates were monitored - showing a steady increase - and records from the feedback sessions werevery positive.

Based on process evaluation and casual observations, the possibility of extending the Wellness Centre to otherrural locations and making them self-sustaining was proposed.

The value of continuing the program was systematically assessed.A project officer was employed by the HealthPromotion Unit to assess what would be required to establish a network of self-sustaining Wellness Centres throughoutthe region.

The entry point for the guidelines is Sustainability 2: “Marketing the program so that others can use it”.

Having assessed the value of extending the centres, the Health Promotion Unit allocated additional funds toemploy a registered nurse for a 1 2-month period to establish a regional network of centres. To enable the centres tooperate independently (ie, staffed, funded, and resourced) it was important to gain widespread support from the ruralhealth services and rural communities, and especially older people.





PPaaggee110011



[See Implementation 2, p 54, Maintaining support for the program.]

Identifying groups or individuals who may be interested in sustaining the program

❖ HHaavvee aannyy ssttaakkeehhoollddeerrss,, ootthheerr ggoovveerrnnmmeenntt sseeccttoorrss oorr aaggeenncciieess eexxpprreesssseedd aann iinntteerreesstt iinnssuussttaaiinniinngg tthhee pprrooggrraamm??

❖ AArree aannyy ootthheerr ggrroouuppss oorr iinnddiivviidduuaallss ssuuiittaabbllyy ppllaacceedd ttoo ssuussttaaiinn tthhee pprrooggrraamm oorr ppaarrttss ooff iitt??

These include:Other health promotion unitsCommunity health centresEthnic health workersNon-government organisations. eg. Heart Foundation, Cancer CouncilThe private sector, eg, relevant industry groupsVolunteer groupsCommunity groupsOther government organisations, eg, Roads and Traffic Authority, Drug and Alcohol, Department of EducationLocal councils

❖ DDoo aannyy ooff tthheessee oorrggaanniissaattiioonnss hhaavvee aann oorrggaanniissaattiioonnaall pphhiilloossoopphhyy aanndd//oorr ccoorree ooppeerraattiioonnsswwhhiicchh aarree ccoommppaattiibbllee wwiitthh tthhee aaiimmss aanndd mmeetthhooddss uusseedd iinn tthhee hheeaalltthh pprroommoottiioonn pprrooggrraamm??

❖ DDoo aannyy ooff tthheessee oorrggaanniissaattiioonnss hhaavvee ssttrruuccttuurreess - oorr aarree tthheeyy wwiilllliinngg ttoo iinnttrroodduuccee ssttrruuccttuurreesswwhhiicchh wwoouulldd ffaacciilliittaattee tthhee iinnccoorrppoorraattiioonn ooff tthhee pprrooggrraamm iinnttoo tthheeiirr wwoorrkk pprraaccttiiccee??[See Sustainability 3, p 106, Determining the best methods of offering support.]

❖ DDoo aannyy ooff tthheessee oorrggaanniissaattiioonnss hhaavvee mmaannaaggeemmeenntt ssuuppppoorrtt ffoorr ssuussttaaiinniinngg tthhee pprrooggrraamm??[See Sustainability 3, p 105, Management support.]

Soon after the initial Wellness Centre was established, a number of older people’s organisations, other healthpromotion units and branches of Community Health Services indicated support and interest in the centre.

Some of these groups were better equipped to take on the role of sustaining the program than others.Althoughthe health services were well placed to sustain the wellness centres as they already employed suitable staff, had goodinfrastructure and access to suitable venues, they were not entirely convinced of the centre’s worth.At the same time,the older people’s organisations were very enthusiastic, but did not have the infrastructure or resources to maintain orsupport the centres alone.

Having identified key people and groups within the health services and community who would be well placed tosupport the extension of the Wellness Centres, it was now time to “sell” the concept, to secure their support.

PPaaggee110022



The Centres were marketed to the district’s community health teams, hospital management and the districtexecutives, as a low-cost, resource-efficient and effective way to positively influence the quality of life for older people.

An open day was arranged at the centre and stakeholders were personally invited to attend. Each stakeholder wasshown around the centre by one of the participants, which enabled them to see first hand how the centre functioned,how it met the needs of older people and how the participants themselves enjoyed the centre.The stakeholders wereinvited to have their blood pressure, weight and height measured, to sample nutritious snacks and to loin in a relaxationclass.The local media and other prominent members of the community were also invited.

At the open day, reports were made available outlining the problems facing our aging society and how the healthof older people had become a priority issue at a state and national level.

Following the successful open day, participants of the Wellness Centre wrote to the hospital management, districtexecutive and prominent community members thanking them for attending and urging them to offer their support for aregional network of self-sustaining wellness centres.

❖ WWhhaatt wwiillll mmoottiivvaattee ootthheerrss ttoo ssuussttaaiinn tthhee pprrooggrraamm??

❖ WWhhaatt kkiinndd ooff iinnffoorrmmaattiioonn iiss nneeeeddeedd ttoo ccoonnvviinnccee tthheemm tthhee pprrooggrraamm iiss wwoorrtthh ssuussttaaiinniinngg??[See Implementation 3, p 63, Documenting the program’s progress.]

❖ WWhhaatt iiss tthhee bbeesstt wwaayy ttoo ccoonnvveeyy tthhiiss iinnffoorrmmaattiioonn??• Personal contact?• Written report(s)?• Conference presentations or proceedings• Newsletter?• On-site visits?• Consumer/customer testimonials?

❖ WWhhoo wwiillll bbee rreessppoonnssiibbllee ffoorr ccoo-oorrddiinnaattiinngg tthhiiss??

❖ HHooww mmuucchh ttiimmee aanndd ootthheerr rreessoouurrcceess wwiillll bbee rreeqquuiirreedd ttoo mmaarrkkeett tthhee pprrooggrraamm??

❖ WWhhaatt ootthheerr cciirrccuummssttaanncceess mmiigghhtt eennccoouurraaggee ppeeooppllee ttoo ssuussttaaiinn tthhee pprrooggrraamm??• The opportunity for training and/or staff development• The opportunity to work in partnership





PPaaggee110033

S U S T A I N A B I L I T Y 3Establishing structures which help others to apply the program



Marketingthe


PPaaggee110044

S U S TA I N A B I L I T Y 3Establishing structures which help others to apply the program

➣ Determining what form of support organisations will require tosuccessfully sustain the program.

➣ Determining how this support will best be offered.

Establishing structureswhich help others applythe program involves:

➣ To establish suitable organisational structures which will increasethe likelihood of the program being successfully sustained.


Determining whatform of support

is required

Determining thebest methods ofoffering support


PPaaggee110055

❖ WWhhaatt ttyyppee ooff ssuuppppoorrtt iiss rreeqquuiirreedd ffoorr aa ggrroouupp oorr oorrggaanniissaattiioonnppllaannnniinngg ttoo ssuussttaaiinn tthhiiss pprrooggrraamm??

Suggestions include:Training courses to enable the development of appropriate skillsResourcesPolitical/organisational supportFunding

❖ HHooww ccaann mmiiddddllee oorr sseenniioorr mmaannaaggeemmeenntt ssuuppppoorrtt ffoorr ssuussttaaiinniinngg tthheepprrooggrraamm bbee aacchhiieevveedd?? WWhhaatt bbeenneeffiittss wwoouulldd tthhiiss lleevveell ooffmmaannaaggeemmeenntt ggeett ffrroomm iimmpplleemmeennttiinngg tthhee pprrooggrraamm??

Suggestions include:Effective use of time and resources as a lot of the leg work hasbeen done.The benefits of working in collaboration, eg, the increasedavailability of resources, increased access to expertise, theopportunity to increase the program’s reach.

❖ WWhhaatt kkiinndd ooff oorrggaanniissaattiioonnaall ssuuppppoorrtt wwiillll hheellpp ssuussttaaiinn tthheepprrooggrraamm??

Suggestions include:The introduction of policies, eg, in a workplace, in a localgovernment area, a school, etc.The introduction of organisational changes, eg, new staff position,redefinition of job descriptions, reallocation of funding etc. The introduction of relevant training schemes.

❖ IIss tthheerree ccoommmmuunniittyy ssuuppppoorrtt ttoo ssuussttaaiinn ppaarrttss,, oorr aallll ooff,, tthheepprrooggrraamm??

❖ HHooww ccaann tthhiiss ssuuppppoorrtt bbee mmoobbiilliisseedd ttoo iinnccrreeaassee tthhee lliikkeelliihhoooodd oofftthhee pprrooggrraamm bbeeiinngg ssuussttaaiinneedd??

Suggestions include:Lobbying “power brokers”, eg, local councillors, schoolprincipals, local industry, mediaOffering support in the form of resources

Support required

Management support

Organisational support

Community Support




is required



PPaaggee110066



is required



❖ IIss tthhee oorrggaanniissaattiioonn iinn aa ppoossiittiioonn ttoo pprroovviiddee oorr ddeevveelloopp tthheesseenneecceessssaarryy ssuuppppoorrtt ssttrruuccttuurreess?? WWhhaatt ssuuppppoorrtt wwiillll yyoouurr oorrggaanniissaattiioonnbbee aabbllee ttoo pprroovviiddee oorr ddeevveelloopp?? WWhhoo eellssee ccoouulldd pprroovviiddee ssuuppppoorrtt??

Suggestions include:Other government departmentsNon-government organisationsCommunity groups

❖ AArree rreessoouurrcceess aavvaaiillaabbllee ttoo pprroovviiddee tthhee rreeqquuiirreedd ssuuppppoorrtt,,iiee,, ttiimmee,, mmoonneeyy,, ppeeooppllee??[See Sustainability 1, p93, Assessing the cost-benefits of program modifications.]

❖ HHooww wwiillll tthhee rreeqquuiirreedd ssuuppppoorrtt bbeesstt bbee ggiivveenn??

• Consultations

• Structured training programs?

• Resource material?

• Funding?

Determining the best methods of offering support


PPaaggee110077



Support mechanisms required to sustain the program,

identified and in place

Support being provided as required

PPaaggee110088

G L O S S A R Y

Describes the range of factors, including social, behavioural, individualand environmental, which influence or contribute to a health issue orproblem. Contributing factors need not be direct causal factors, whichare commonly referred to as a risk factor.

In this document “contributing factor” is used to encompass whatLawrence Green refers to as “reinforcing, enabling and predisposingfactors”. The term is also used to describe what Hawe et al refer to asrisk factors.

A health outcome is a change in the health of an individual, group orpopulation which is attributable to an intervention or series ofinterventions.

Health outcome can refer to death, injury or disease. It can also refer tofactors which are themselves determinants of health such as contributingfactors.

An overall cycle of processes which involves planning, implementing andevaluating a set of structured activities in order to achieve specifiedobjectives.

A set of actions or activities designed to achieve specified objectives. Inselecting the strategy, potential barriers and available resources areanticipated and accounted for.

People who have an interest or investment in the process or outcome ofa program.

In the guidelines, the term stakeholders, generally refers to the healthservice management and staff, local community groups, local industry,local retailers, local government departments, non-governmentorganisations etc.

Describes a “new” dimension of the program cycle which is concernedwith the extension or maintenance of successful programs.

A specified population group whose behaviour, environment, and/orhealth is expected to change as a result of the program.

Contributing factors

Health Outcome

Program

Strategy

Stakeholder

Sustainability

Target Group

PPaaggee110099

R E A D I N G L I S T

Planning and program overview

Bradshaw J, 1972, The Concept of Social Need, New Society, No 19, pp 640-43.

Catford J, 1993, Auditing health promotion: what are the vital signs of quality?, Health PromotionInternational, Vol ? No 2, pp 67-68.

Catford J, 1992, Health promoter’s survival kit: learn to be smart and quick, Health Promotion International,Vol 7 No 1, pp 1-2.

Catford J, 1990, Strategic intent: will Alice win the Olympics? Health Promotion International, Vol 5 No 4, pp249-251.

Colwil J, Birchall G, 1992 - Practical Management, Longman Cheshire.

Egger G, Spark R, Lawson J, 1990, Health Promotion Strategies arid Methods, McGrath-Mill Books, Sydney.

Ewles L, Simnett I, 1992, Promoting Health: A Practical Guide, Second Edition, Scutari Press, London.

Gilbert R, 1991, Reglomania: The curse of organisational reform and how to cure it, Prentice Hall.

Green L, Kreuter M, 1991, Health Promotion Planning: An Educational and Environmental Approach, SecondEdition, Mayfield Publishing Company.

Hawe P. Degeling D, Hall J, 1990, Evaluating Health Promotion: A Health Worker’s Guide, Maclennan and Petty.

Hochbaum G M, Sorenson J R, Long K, 1992, Theory in Health Education Practice, Health EducationQuarterly, Vol 19 (3), pp 295-313.

National Health Strategy, 1993, Pathways to Better Health. Issues Paper No 7, Commonwealth Department ofHealth, Housing and Community Welfare.

Southern Community Health Research Unit, 1991, Planning healthy communities: A guide to doing communityneeds assessments, Southern Community Health Research Unit, South Australia.

Stephenson J, 1992, The “How To” of Strategic Planning, An occasional paper from the Health PromotionUnit, Orana and Far West Region, Cutting Edge 6.

Wadsworth Y, 1984, Do it Yourself Social Research, Victorian Council of Social Service, Melbourne FamilyCare Organisation.

PPaaggee111100


Sustainability

de Bono E, 1985, Conflicts: A better way to resolve them, Harrup.

House R, 1988, The Human Side of Project Management, Addison Wesley Publishing Co Inc.

Hunter M, 1986, Committees handbook: how to find and keep a good committee, SACOSS, Adelaide.

King A, Morris L, Fitz-Gibbon C, 1987, How to Assess Program Implementation, SAGE Publications.

Office on Social Policy, 1993, Best Practice Paper 1 : Better Service Through Consultation Approaches toConsultation For Government Agencies, Social Policy Directorate, Level 11, 169-183 Liverpool St Sydney NSW2000.

Office on Social Policy, 1993, Best Practice Paper 2: Resourcing Consultation. A Manual to Assist Consultationby Government Agencies, Social Policy Directorate, Level 11, 169-183 Liverpool St Sydney NSW 2000.

Preston/Northcote District Health Council Victoria, 1988, Community Development in Health. A ResourceCollection, Community Development in Health Project, Preston/Northcote District Health Council.

Roberts J, 1991, The committee members’ handbook: a “how to” and “how not to” for those who join acommittee, or a club, association, council, Business Library, Melbourne.

The National Reference Centre for Continuing Education in Primary Health Care, 1993, National Data Baseon Education in Primary Health Care.

Evaluation

Australian Bureau of Statistics, Victoria, 1993, An Introduction to Sample Surveys: A User’s Guide, CatalogueNo. 1202.2.

Davies L, Kempnich B, 1991, Surveys and Questionnaire Design, Paper No 3 in the Research and Evaluation inCommunity Evaluation Health Kit, Northern Community Health Research Unit.

Fitz-Gibbon C, Morris L, 1987, How to Design a Program Evaluation, SAGE Publications.

Hawe P, Degeling D, Hall J, 1990, Evaluating Health Promotion: A Health Worker’s Guide, Maclennan and Petty.

Krueger R A, 1988, Focus Groups: A Practical Guide for Applied Research, SAGE Publications.

Nutbeam D, Smith C, Catford J, 1990, Evaluation in Health Education: A review of possibilities and problems,Journal of Epidemiology and Community Health, Vol 44, pp 83-89.

James R, Durston B, 1992, Writing for Publication, Health Promotion Journal of Australia, Vol 2 No 1 pp 38-42.

Health Promotion Journal of Australia, 1992, Special Issue on Research and Evaluation, Vol 2 No 2.

PPaaggee111111


Sustainability

Goodman R, McLeroy K, Steckler A, Hoyle R, 1993, Development of Level of Institutionalisation Scales forHealth Promotion Programs, Health Education Quarterly, Vol 20(2), pp 161-178.

Lefebvre C, 1992, Sustainability of Health Promotion Programs, Health Promotion International, Vol 7, No 4,pp 239-30.

Lefebvre C, 1992, The Social Marketing Imbroglio in Health Promotion, Health Promotion International, Vol7(1), pp 61-63.

Steckler A, Goodman R, 1989, How to Institutionalise Health Promotion Programs, American Journal of HealthPromotion.

Hastings G, and Haywood A, 1991, Social Marketing and Communication in Health Promotion, HealthPromotion International, Vol 6, pp 135-145.

Computer Software

ARTD 1991, Planning in Aboriginal Organisations, (A computer based training program and work book).Designed to assist planning programs for Aboriginal communities. It adopts a simple approach to planningbut includes good information on analysing stakeholders’ needs.

ARTD 1992, Program Logic. Program Evaluation Module. An interactive program detailing the process ofevaluation within an outcomes framework.

CENTRAL SYDNEYAREA HEALTH SERVICE

program management guidelines - mental health · pdf fileit may be reproduced in whole or in a...

Documents