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Homepage > The Self-Assessment Process: What, Why, How, When, and Who
What is self-assessment?
Self-assessment provides a lens for understanding the overall quality of your program, how the program has evolved over time, and where the program should be in the future. It is different from formal program evaluations.
See the chart below for more information on what self-assessment is. |
A Self-Assessment Process…
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provides structure for comparing perceptions, voicing concerns, and identifying outcomes.
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strengthens communication between stakeholders.
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helps build a collective vision of desired outcomes and a plan to achieve them.
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is conducted according to a program’s schedule, needs, and culture.
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is often facilitated by program staff and/or other stakeholders.
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A Formal Program Evaluation…
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takes a strict approach to assessing programs to determine how they work and what their outcomes are.
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is outcomes focused.
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uses data gathered for accountability and compliance with grant requirements.
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is highly structured and has higher stakes and less gray areas.
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is often facilitated by an external observer.
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Why conduct a self-assessment?
Although it can be used to inform and complement external evaluation efforts, self-assessment is free from the pressure of external monitoring systems. It is a low stakes process which has no negative consequences on the program. Instead, findings from a self-assessment are used for program improvement purposes. Organizations that practice ongoing self-assessment are better prepared to share clear program goals, promising practices, and measurable outcomes.
How do you conduct a self-assessment?
Determining who will lead and facilitate the self-assessment is a key first step in the process; a committed leader is one of the most important factors for success. In collaboration with other staff and stakeholders, the self-assessment leader coordinates who will be engaged in the process, how and when it will take place, and how data and findings will be compiled and shared. The leader must also ensure the self-assessment process ends with a plan for program improvement. Often, site directors or supervisors take the lead in the self-assessment process. However, program staff, school personnel, volunteers, and parents can also possess the qualities needed to serve as a facilitator. In some cases, programs choose to engage an external facilitator to assist in leading the process and offering a neutral voice in discussions.
The process requires a facilitator who possesses several key characteristics in order to be successful in engaging all stakeholders and creating an atmosphere that is safe, comfortable, and empowering.
A good facilitator:
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Taps into participants’ existing knowledge and builds upon what they bring to the process.
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Provides opportunities for everyone to contribute ideas and suggestions.
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Actively listens and connects ideas and themes as they emerge.
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Adjusts and adapts to support the needs and learning styles of the participants.
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Is prepared to answer questions about policies and procedures.
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Avoids personalizing what is shared in the process.
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Remains non–judgmental.
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Helps bring consensus and closure to discussions.
Below are some questions for the facilitator to consider as they plan the process.
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What is the collective future that the program wants to create?
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How can you encourage everyone to actively share their thoughts and ideas?
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How can you help others embrace change as an opportunity for growth?
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How can you help others see gains and celebrate progress?
Prepare, Facilitate, and Follow-Up!
No matter how you choose to conduct the self-assessment, there are three main steps to follow: Prepare, Facilitate, and Follow-up. Here are some things to consider during each stage of the process:
Prepare
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Create a message. Understanding why program self-assessment is important and how it leads to quality improvement will help you craft your message!
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Set Up for Success. Work with program-level and organization-level leaders prior to starting the process to determine how outcomes of the self-assessment process will be turned into actions.
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Know the Big Picture. Before involving others, complete the QSA Tool yourself. This will help you keep the big picture in mind as the group discusses each section.
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Invite Them. Send out a formal invitation that lets everyone know what to expect and what their role will be.
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Plan Ahead. Allow ample time for the process.
Facilitate
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Get Acquainted. When meeting in person, consider beginning with community building activities or icebreakers.
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Establish the Tone. Refresh people’s understanding of the QSA Tool and their role in the process, and ask participants to brainstorm ground rules for working successfully as a group.
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Keep Track. Ask someone to take notes on feedback and suggestions.
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Emphasize the Positive. Identify the strengths of everyone involved and acknowledge their investment in the program’s success.
Follow-Up
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Share. Ask the group to share lessons learned and recommendations for enhancing the self-assessment process.
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Appreciate. Acknowledge everyone’s contributions and recognize successes.
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Communicate. If it is hard to get people together to debrief, consider putting information in an e-mail. Providing people with an opportunity to discuss and reflect on the results is extremely important, no matter how you do it.
- Take action. Follow up on immediate action steps as soon as possible while momentum around quality improvement is fresh and strong.
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When should a self-assessment be conducted?
There is no perfect time to conduct a self-assessment. You may choose to introduce the self-assessment process prior to program start-up in order to strengthen relationships and begin building consensus around vision and program goals. However, engaging in the self-assessment process in the middle of the year can be useful because it provides a means for stepping back and identifying what’s working and what may need to change. You may also do a self-assessment at the end of the year as a way of identifying areas of expansion or improvement for the following year. Or, you may choose to conduct a self-assessment at all of these times.
The self-assessment process can be conducted in one day or over the course of a whole year. You can focus on one element a month throughout the program year, or choose specific elements to focus on with particular groups of stakeholders. Regardless of when it is done, the timing needs to compliment what is happening at your site.
Who should be involved with the self-assessment?
It is very important to involve a variety of stakeholders when using the QSA Tool, whether you are a new program in the planning stages or a mature program striving for ongoing improvement. Whether you are a site director, staff member, program participant, parent, school administrator, or other stakeholder, you are a crucial part of this process—even if you feel some parts of the QSA Tool are unrelated to you. Feel free to ask questions and get involved with all of the conversations about the quality of your afterschool program.
Click here for specific strategies to engage key stakeholder groups, including youth, program staff, families, and school staff.
The Fifth Discipline, P. Senge
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