Please complete Discussions on separate pages. Pleas only follow direction provided in attachment.
Unit 10
• Reflections on Program Development and Program Assessment
INTRODUCTION
At this point, you have learned about program Assessment and development and have had the opportunity to develop a foundation of skills. Throughout the quarter, you have been developing program proposals to address a perceived community need.
You have proposed a program for a government agency, a program for a nonprofit organization, and a program for a for-profit business. While you were developing these program proposals, you may have felt confined by the unique context of practice for each of these host entities. To address the limitation of the individual context, you may wish to consider if this program could benefit from a different structure, such as a public-private partnership or social entrepreneurship.
As the course is coming to a close, it is time to share your ideas with others by discussing your executive summary for your program proposal with your peers. While you may provide stakeholders the whole program proposal, often the proposal is accompanied by an executive summary, which highlights the key aspects of the program.
In this unit, the readings will support your learning on social entrepreneurship and how to write an executive summary. In the discussion, you will write an executive summary and consider the application of social entrepreneurship to these programs. In the other discussion, you will reflect on your skills, abilities, and strengths in program Assessment and development, along with your areas for improvement.
Studies
Readings
Use the Capella library to read the following:
• Helmsing, A. H. J. (2015). Conditions for social entrepreneurship. International Journal of Social Quality, 5(1), 51‒66.
• Shaw, E., & Carter, S. (2007). Social entrepreneurship: Theoretical antecedents and empirical analysis of entrepreneurial processes and outcomes. Journal of Small Business and Enterprise Development, 14(3), 418‒434.
• Tent, D. A. (2015). Social entrepreneurship. Studia Universitatis Babes-Bolyai. Studia Europaea, 60(4), 97‒108.
Use the Internet to read the following:
• Ayres, C. (2012). A guide to writing an effective executive summary [PDF]. In A risk communication assessment ‒ Tools and techniques. Navy and Marine Corps Public Health Center. https://www.med.navy.mil/sites/nmcphc/Documents/environmental-programs/risk-communication/Appendix-E-Guide-to-Writing-Effective-Executive-Summary.pdf
• Fritz, J. (2019, June 4). How to write a successful executive summary for your grant proposal. https://www.thebalance.com/how-to-write-the-executive-summary-of-your-grant-proposal-2501963
• James, G. (n.d.). How to write a compelling executive summary. https://www.inc.com/geoffrey-james/how-to-write-a-compelling-executive-summary.html
• Mirabile, C. (2015, February 10). One page that matters. https://www.inc.com/christopher-mirabile/one-page-that-matters.html
Discussion 1
Executive Summary
Of the three programs that you have proposed, choose the one that you wish to present. In 250–500 words, write an executive summary of that proposal. Even in an executive summary, it is appropriate to cite others’ work. Write your full executive summary within this discussion post; do not provide it as an attachment.
Response Guidelines
Respond to two peers, supporting your assertions with credible sources; your required readings and scholarly work would be appropriate for this discussion. Your writing must comply with APA style and format and be consistent with expectations for the human services profession.
In each response, critique your peer’s choice by highlighting strengths and raising concerns. The critique should include feasibility as well as diversity and inclusion. To complete your response, evaluate whether a social entrepreneurship would be a viable option and support your determination with a rationale.
Resources
• Discussion Participation Scoring Guide.
• Evidence and APA.
Discussion 2
Self-Assessment of Program Development and Program Assessment Competencies
This course has taken you through the process of recognizing a community need, proposing a program to address it, and determining Assessment approaches for this program. You have learned new knowledge. As you consider the tasks required throughout the program development and program Assessment processes, you may have come to know more about yourself, your skills, and your abilities.
In this discussion, reflect on and articulate a self-assessment of your strengths and weaknesses regarding program development and program Assessment. Highlight any ethical challenges you foresee for yourself if you engage in program development and program Assessment. Also, present strategies to strengthen your skills and abilities and to overcome these ethical challenges.
Response Guidelines
Respond to two peers, supporting your assertions with credible sources; websites and newspapers would be appropriate for this discussion. Your writing must comply with APA style and format and be consistent with expectations for the human services profession.
In each peer response, offer one strategy or resource to address an area of improvement or an ethical challenge. Provide a rationale explaining this strategy or resource, linking it to a specific area of improvement or a specific ethical challenge.
Resources
• Discussion Participation Scoring Guide.
• Evidence and APA.
Program Development and Program Assessment
Institution:
Date:
Program Development and Program Assessment
Discussion One
The school dropout prevention program is a program for a government agency proposed to address school dropouts among teenagers in the community. The program is trying to solve the issue by developing policies that prevent and reduce the number of dropout cases among teenagers. The government, however, will develop a dropout prevention policy and practices that will focus on addressing the main cause of the issue (Nolan, 2020). For instance, school dropout cases are caused by teen parenting, low school achievements, drug and substance abuse, and poverty. Some of the program policies and practices include creating a safe learning environment for teenagers, family engagements, alternative schooling techniques, active learning, school-community collaborations, and the introduction of career and technology education. The government, however, will play a major role in the provision of funds, standardizing measures of graduations and dropouts in different states, and develop new education strategies, especially on discipline and learning schedules to reduce burnouts among students.
The program will greatly benefit from support from other organizations, especially non-governmental organizations, to address the issue in both private and public schools (Linfield, and Posavac, 2018). Also, social entrepreneurs will play a significant role in addressing the issue through leading community coalitions in the community, contribute finances to cater for students who cannot get school fees, provide internship and apprenticeship opportunities for students, and engaging employees in holding campaigns that would Help in reducing school dropouts.
Response One
Developing an early warning signs system for dropouts and conducting research on the pathway to school drops outs are two methods proposed by my peer. The policies are impactful and provide a long-term solution. Conducting research is one of the top government’s decisions, especially in finding out about more causes of the issue (Reschly, 2020). However, the choices may consume time and resources, especially considering the fact the issue requires an immediate solution.
Response Two
According to my colleague, concentrating on middle school and elementary school programs is a way schools can reduce dropouts in secondary education. The method is effective, especially considering that elementary and middle school is the most critical stages in a child’s development (Reschly, 2020). However, the method is long-term and may not address the current issue, where most dropouts cases are from secondary school students.
I would recommend applying social entrepreneurship as a viable solution, especially in eradicating poverty and provision of apprenticeship opportunities to reduce school dropouts.
Discussion Two
My understanding of program development and Assessment is high, and I am confident other companies will consult me for Helpance. My expertise and competency are based on my ability to engage stakeholders in the Assessment process and make stakeholders understand the importance. Additionally, I have knowlegde, and concepts about program development and Assessment, hence using terms and following the Assessment standards. I have top-notch skills in interpersonal relationships, which is very important in gathering evidence for the implementation process. I am good at managing Assessments, too, such as addressing ethical issues and monitoring stakeholders’ progress through the process (Hagendorff, 2020).
Some of the ethical issues I foresee in program Assessment and development include informed consent, anonymity, and voluntary participation (Hagendorff, 2020). Expanding my knowledge and researching more on program development and Assessment is one of the ways I can use to strengthen my confidence and skills. Also, learning about ethical principles as a program evaluator, such as respect, integrity, competence, and equity, would Help in preventing ethical issues from happening.
Response One
Evaluating design is one of the top skills mentioned by my peer. The skills are very important, especially in designing studies, through both qualitative and quantitative methods. Despite the skills, confidentiality is one of the ethical issues that my colleague may face when developing and evaluating a program (Hagendorff, 2020).
Response Two
Having the ability to describe a program, knowledge, and content are skills the peer upholds. Ethical issues are the only big issue, especially confidentiality, anonymity, and informed consent. The main way of addressing the issues is to follow the AEA core values, which act as an ethical guide for professional evaluators. For example, participants should be given the right to decide on whether to participate in the Assessment process or not (Hagendorff, 2020).
References
Hagendorff, T. (2020). The ethics of AI ethics: An Assessment of guidelines. Minds and Machines, 30(1), 99-120.
Linfield, K. J., & Posavac, E. J. (2018). Program Assessment: Methods and case studies. Routledge.
Nolan, J. F. (2020). Standards for program Assessment. In Standards for Instructional (pp. 203-215). Routledge.
Reschly, A. L. (2020). Dropout prevention and student engagement. In Student Engagement (pp. 31-54). Springer, Cham.
