ASSIGNMENT 3

Geriatrics Adolescence Partnership Programme

(GAPP)
An Outcome Evaluation

By
LESLEY-ANN BLACKBURN
ID#806007929

A Paper Presented in Partial Fulfillment of the

Requirements of EDID6504: Programme Evaluation and
Course Assessments

University: The University of the West Indies Open Campus

Course Coordinator: Dr. David Subran
Course Facilitator: Dr. David Subran

Table of Contents
Introduction.........................................................................3
Programme to be evaluated..................................................4
Purpose of Outcome Evaluation.............................................7
Process of Outcome Evaluation..............................................8
Log Frame..........................................................................11
Log frame: Geriatrics Adolescence Partnership Programme
(GAPP)...............................................................................12
Justification of Evaluation Design.........................................15
Selection of Evaluation Team...............................................17
Data Collection Plan............................................................18
Data Analysis Plan..............................................................20
Format of Outcome Evaluation Report..................................21
Ethical Issues...................................................................... 23
References.........................................................................25

Introduction
An outcome evaluation is a systematic method that can be
used to determine whether the programme has achieved its
intended results. It usually goes beyond the results of a
programme by examining the changes or impact that the
intervention has on an institution that occur in and among
the social actors influenced by the interventions (World Bank
Institute Capacity Development and Results Practice, 2014).
In order to assess the effectiveness of a programme, it is
important to first select the outcome measures that clearly
represent the nature of the programmes benefit, and then
perform

data

collection

and

analysis

to

establish

correlation between the exposure of the programme and the

desired

benefit.

By

using

the

Geriatric

Adolescence

Partnership Programme (G.A.P.P) as a point of reference, this

paper proposes an evaluation plan using the outcome
evaluation method to determine whether the programme is
achieving its intended purpose or objectives.

Programme to be evaluated
The Geriatric Adoloescence Partnership Programme is an
intense short-term intergenerational programme geared
toward sensitizing young men and women between the ages
of 17 25 years on the aging process and preparing them
through

training

on

elder

care.

The

programme

was

developed to address the needs of the elderly population in

Trinidad and Tobago who represent 13% of the population
according to a 2011 population consensus. (United Nations
Public Service Awards Profile, 2014). The progamme tries to
emphasize healthy work ethic amongst the participants in
this age group, communication and a national consciousness
amongst adolescence

(GAPP

Assessment

Draft

Report,

2012). The objectives of the programme are to:

Develop and foster in trainees positive attitudes about
caring and respect for the elderly in Trinidad and
Tobago.

Enable trainees to discuss the psychological and

physiological changes in the aging process.

 Identify the needs of the elderly and demonstrate the

expertise in monitoring their common disorders.
Bridge the gap between young persons and the elderly,
thereby allowing for more effective interaction and
effort.
Develop caring skills in young people.
Foster national consciousness amongst the nations
adolescence.
Improve social interaction and communication skills
among people in various communities.

During a PAHO sponsored survey of the elderly, it was

identified that among the senior citizens in Trinidad and
Tobago, many of them had difficulties caring for themselves
and also adjusting to the psychological and physical changes
that accompany the ageing process (United Nations Public
Service Awards Profile, 2014). Many senior citizens could not
access public health care and social services and changing
family dynamics meant that they had no one available to
assist or care for them.

The majority of the elderly

population is unemployed and thus dependent on a small

stipend from the government in order to purchase basic

necessities and medication. In addition to a growing elderly

population in Trinidad and Tobago, there was also a growing
number of adolescence who were unemployed, unskilled,
inexperienced and who may or may not be predisposed to
juvenile delinquency. Thus in order to cope with the many
challenges that the elderly faced and also to minimize the
number of unskilled and untrained adolescence in society, it
was put forward that an intergenerational programme be
developed to offer adolescence the necessary skills and
training on how to care for and respect senior citizens and
also how to respect themselves (United Nations Public
Service Awards Profile, 2014).

Adolescents who participate in the programme are trained

on subject areas such as Advanced Nutrition, Advanced
Nursing Aide Skills and Health Promotion, Coping Strategies
(Elder Care) and other elective sessions. In exchange for
their participation, they are granted a small stipend of
$65.00 for every day that they attend. Prior to the end of
the programme, they are required to undergo a two-week

practicum session, which sees them being placed at either a

health care institution, or a private elderly care home. Upon
successful completion of the programme, participants are
awarded a certificate.

Purpose of Outcome Evaluation

According to Hatary, van Housten, Plantz and Greenway
(1996),

measuring

outcomes

has

become

increasingly

important amidst a growing call for accountability and

transparency by state organisations that carry out these
programmes.

The

public

is

very

much

interested

in

understanding whether there resources are being spent

wisely. With an outcome evaluation, the focus is on
answering

key

questions

such

as

what

effects

the

programme has had on the lives of the target audience

including the stakeholders involved as well as the wider
community. Additionally, it seeks to answer whether the
investments made are worthwhile both in the short term and
long term interest of the individual and by extension the
society. On the other hand, Smutylo (2005) states that

changes in behavior of the intended audience may take

place at any time during the life of a programme. It may not
take the anticipate form and it may be .as a result of
actions by stakeholders who are outside of the reach of the
programme. (pg, 1). This makes it difficult for programme
coordinators or managers to track whether the changes are
as a result of the objectives of the programme or by some
other factor. Outcome evaluation in this sense becomes
necessary for the programme coordinators to accurately
trace what they have done (their objectives) and whether
there have been any changes in the lives of their intended
audience. By evaluating the G.A.P.P programme, it will allow
the

Ministry

of

Community

Development

to

test

the

programmes objectives to determine whether they are

being achieved.

Process of Outcome Evaluation

In

conducting

the

outcome

evaluation

of

the

G.A.P.P

programme, several keys steps must be undertaken. These

include:

1. Gain more information about the programme. The

evaluation

team

assessment

to

would

conduct

determine

an

whether

evaluability
the

G.A.P.P

programme is mature enough to be evaluated and can

be

managed

for

results

(Leviton,

2013).

If

the

programme can be evaluated, then baseline data can

be collected to determine what stage the G.A.P.P
programme is currently at (Morra Imas & Rist, 2009).
2. Determine the theory behind the programme. The
evaluation team will use a Theory of Change or Logic
model to determine why the ministry chose to structure
the programme as an apprenticeship/training style or
model and how the subject areas and the practicum
sessions that participants are supposed to undergo
were selected. The logic model will provide the
evaluation team with a graphical representation of the
processes and outcomes of the programme, as well as
to show the relationship between the inputs and the
expect results. The logical model should also help the

evaluation team to design their outcome evaluation

questions.
3. Determine the scope of the programme. It would
be essential for the evaluation team to determine which
questions can be answered given the time frame and
budget for the evaluation. This would ensure that the
team stays on track and are able to conduct a
successful evaluation.
4. Design the evaluation plan. The evaluation team
would design a plan that will include the evaluation
design approach and measurement that will be used for
the evaluation; for example surveys, interviews, focus
groups, participant observation or case and/or official
records. The plan will also include the Sampling
Strategy, an indication of the sample size and ways in
which the validity and reliability of the programme will
be measured.
5. Conduct the evaluation. The evaluation team will
then use the plan to begin gathering information about
the programme from the participants (that is, the
adolescence) the programme coordinators/managers as

well as the stakeholders such as the Ministry of Health

and Private Geriatric Home providers/owners about the
programme.
6. Create the report and disseminate the findings.
The evaluation team will then collate and analyze the
data and create a report that can then be shared with
the Planning and Implementation at the Ministry of
Community Development.

Log Frame
The log frame provides a summary of the relationships
between the inputs, activities, outcomes and the expected
indicators of the G.A.P.P programm

Log frame: Geriatrics Adolescence Partnership Programme (GAPP)

Objectives
1. Develop in
trainees
positive
attitudes
about caring
and respect
for the
elderly in
Trinidad and
Tobago.

Inputs
Facilities
Facilitators
Elderly
persons
Materials
Funding

Activity/Outputs
Workshops
Practical/Hands
on Training
sessions

Outcomes
Develop
caring and
positive
attitudes
towards the
elderly.

Indicators
50% more
families care
for their
elderly at
home.
30% increase
in young
persons
pursing
advanced
degrees in
Nursing or
elderly care
30% increase
of young
persons
employed in
Elderly care
(private and
public
institutions).

2. Enable
trainees to
discuss the
psychological
and
physiological
changes in
the aging
process.

Facilities
Facilitators
Materials on
psychologica
l and
psychologica
l changes to
the body
Funding

Workshops
Training
Sessions

Become
more
knowledgeabl
e about the
psychological
and
physiological
changes in
the aging
process.

Adolescence
can
accurately
describe the
major
changes to
the
psychological
and
physiological
changes in an
elderly
person.
30% increase
in young
persons
pursing
advanced
degrees in
Nursing or
elderly care
30% increase
of young
persons
employed in
Elderly care
(private and
public
institutions).

3. Identify the
needs of the
elderly.

Facilities
Facilitators
Materials
Funding

Workshops
Training
Sessions

Understand
the
emotional
and physical
needs of the
elderly.

4. Demonstrate
expertise in
monitoring
common
disorders
among the
elderly.

Facilities
Facilitators
Materials
Funding

Workshops
Training
Sessions
On the Job
Training

Accurately
monitor and
care for elder
with specific
disorders

30% of
businesses
provide
special
arrangements
for the elderly
in their
communities
(for example
accepting
CDAP & TTARP
in exchange
for services).
Increase
presence of
the elderly in
community/na
tional policies
on health care
and elderly
care.
80% of
adolescence
trainees are
placed in
health care
establishment
s or private
elderly care
homes.

Justification of Evaluation Design

The evaluation design that is chosen will be dependent on
one key factor, whether it helps the evaluators answer the
questions being asked of the evaluation (Hatary et al. 1996).
In this case, the question being asked is whether the
outcomes or objectives of the programme are being
achieved. For an evaluation of the G.A.P.P programme, a
quasi-experimental approach will be used. According to
Morra Imas & Rist (2009), the quasi experimental approach
is less difficult to carry out as compared to the experimental
approach and involves the researcher comparing groups;
usually a treatment group and a control group, to test the
outcomes of the programme.

A Before and After design

can be employed since it will allow the evaluation team to

use baseline data to determine where the group started and
after the programme, determine whether that particular
group achieved the stated outcomes. While Morra Imas &
Rist (2009) agree that the Before and After design will not
answer the how factor or consider any external influences

that may result in change, it will seek to answer specifically

what changes did occurred or whether there have been
some improvement in the lives of the intended audience.

Based on the information from the Log Frame, two outcomes

that show the core changes that the G.A.P.P programme
make to the target audience will be selected. These two
outcomes may be as follows:
Develop

positive

attitudes

about

caring

for

and

respecting the elderly.

Accurately monitor and care for elder with specific
disorders
As Hatary et al. (1996) states, The goal is to define a set of
outcomes

that

track

the

benefits

that

participants

experience during or after encounters with the programme

(pg. 31).

Additionally, by identifying at least two of the

outcomes, the evaluation team is ensuring that they remain

mindful of the time, resources and budget constraints that
will make this evaluation a success.

The quasi-experimental design will be most suitable for this

evaluation since G.A.P.P is a large and complex programme
with sessions that take place throughout the island of
Trinidad and Tobago and at varying intervals.

As such it

would be difficult to collect a randomized sample of

participants or groups for the evaluation. A convenience
sample will be adequate in this scenario.

Selection of Evaluation Team

As Hatary et al. (1996) states, establishing a team is
important since each step of the process requires important
decisions that must take several factors into account. As
such it is important to share the burden of the evaluation
amongst a group of persons.

The evaluation team will consist of highly trained and

qualified individuals who are not closely linked to the
programme so as to provide unbiased results to the
stakeholders. The evaluation team will also consist of
persons who work in the field of Health Care and Elderly

Care. Their knowledge and expertise will prove useful when

examining the overall structure of the programme. Persons
who are also skilled at evaluation design, data collection,
data analysis and report writing would be essential on the
team.

Data Collection Plan

The data collection methods that can be employed for this
evaluation includes:
Questionnaires
Interviews
Participant Observations
As a result of employing a quasi-experimental approach, the
evaluation team will use a convenience sample of the
adolescence pool who are completing class in one district
(the treatment group) as well as an adolescence pool of
persons with similar characteristics from the same area or a
different area but who were not exposed to the training
programme to test the first outcome. 25 persons will be
selected for each group.

Before the evaluation team can begin collecting data, they

will determine which data collection method will be used for
the target audience. Questionnaires can be distributed to the
adolescence in the programme, allowing the evaluation team
to gather quick feedback on whether they developed any
positive feelings of caring for the elderly or developed a
sense of respect for them. The questionnaire can be
administered on the last day of their training session. The
same questionnaire can be given to the control group who
share similar characteristics but did not participate in the
training session to determine whether they have any positive
attitudes towards caring for the elderly or having respect for
them.

Interviews will be held with the health care professions or

private elderly care owners or supervisors where the
adolescence are interned to determine whether those
persons are achieving the second outcome. Participant
observation will also be used to determine whether the

adolescence are carrying out the correct techniques in caring

for the elderly.

To ensure validity of the instruments used, the evaluation

team will employ standard outcomes and measurements as
outlined by other professional organisations to create the
questionnaires. Additionally the questionnaires will be piloted
with a sample group to ensure that the questions are
measuring what the evaluation team outlined. To ensure
reliability, four research assistants will be hired and assigned
to perform data entry. Training will be provided to them on
how to use SPSS to code the data collected.

Data Analysis Plan

The data that the evaluation team will collect will consist of
both quantitative and qualitative data. The quantitative data
that will be collected from the questionnaires and will be
collated and coded in SPSS by research assistants under
strict supervision from a member of the evaluation team.

Through content analysis, the evaluation team will be able to

analyze the information collected from the interviews and
the participant observations. In this method, the researcher
looks for key terms or concepts that may be repeated in the
data. The frequency of words and terms will be analyzed as
they appear in the text, which may symbolize a pattern of
importance or relationships. The words can then be coded
and further categorized for follow up meetings or questions
by the evaluation team.

Format of Outcome Evaluation Report

The findings of the evaluation will be shared with the
Planning

and

Implementation

Unit

at

the

Ministry

of

Community Development for their comments and feedback.

The report will contain the following sections:
An executive summary, which provides an overview of
the programme, the outcome questions, methodology,
findings and recommendations if any.
An introduction on the programme evaluation, the
evaluation team and the purpose of the G.A.P.P
evaluation.

 Background information on the programme, including

its objectives, structure of the programme and the
activities that have been implemented thus far under
the programme.
Literature review

discussing

similar

studies

on

programmes in the area of youth development and

geriatric or elderly care.
Methodology describing

the

processes

that

the

evaluation team undertook to design the evaluation. It

will also include data collection methods.
Findings based on the data analysis completed which
may or may not show how well the objectives of the
G.A.P.P programme have been met.
Recommendations to the programme to ensure that it
achieves its objectives.
Conclusion that sums up the programme and the
report.

If there are no changes to the factual information in the

report, then a soft copy of the document will be shared with
the

general

public

Developments website.

on

the

Ministry

of

Community

Ethical Issues
One ethical challenge that the evaluation team foresees will
be as a result of establishing a control group where that
group does not benefit from the G.A.P.P programme. One
way to remedy this can be to offer an alternative
treatment, a training session that will not be at the same
caliber as the G.A.P.P programme but rather a substitute
(United States Government Accountability Office, 2012).
Additionally the evaluation team will need to be aware of the
political games that the liaisons either at the Planning and
Implementation Unit or the wider Ministry may play. For
example staff at the Planning and Implementation Unit may
withheld crucial data collected that could be useful to the
current evaluation. In cases such as these, it will be
important for the evaluation team to create and maintain an
open and communicative relationship with the Planning and
Implementation Unit to ensure the evaluation team gets
their buy in.

References
Hatary, H.P., van Houten, T., Plantz, M.C, & Greenway, M.T.
(1996). Measuring programme outcomes: A practical
approach. Alexndria, V.A: United Way of America.
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from
http://www.nrpa.org/uploadedFiles/nrpa.org/Professional
_Development/Accreditation/COAPRT/Measuring_Progra
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Heffner, C.L. (n.d) Research methods. Allpsych. Retrieved
from:
http://allpsych.com/researchmethods/researchcontents/
- .VdI6-LfltTN
Ministry

of

Community

Development

(n.d)

Geriatric

adolescence partnership programme, level 1 & 2.

[Pamphlet].

Morra, Imas, L. G., & Rist, R.C (2009). The road to results:
Designing and conducting effective development
evaluations. Washington D.C: The World Bank.
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Development. (2012). GAPP assessment draft report.
[Unpublished Manuscript].

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behavioural changes in developmental programs. [ILAC

Issue
Brief
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from:
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The

Health Foundation (2013). The benefits and

challenges of evaluating health improvements.
[Video].
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from:
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