Deck 9: Designing, Implementing, and Evaluating Career Development Programs and Services

Question 1

What are the potential pitfalls of not designing, implementing, and evaluating programs effectively?

Answer 1

No answer

Question 2

Think of an event that you have attended that was implemented effectively. What were the characteristics of its planning that made it so? Now think of an event that you attended that was not effective. What were the characteristics of its planning thatmade it so?

Answer 2

No answer

Question 3

Why is program planning for group career interventions so important?

Answer 3

No answer

Question 4

What would you say to a busy counselor to convince them of the importance of program planning?

Question 5

Identify one career development need for your population of choice. Write three measurable objectives for meeting this need.

Question 6

Define both quantitative and qualitative data. Include how you would use each in evaluating a career intervention and give one example of each.

Question 7

Suppose that the career planning services provided in your community college had three objectives as follows:
Students will be able to
$\bullet$ define the primary area (out of six possible ones) of their interests.
$\bullet$ select a major in college related to that field of interest.
$\bullet$ identify jobs that can be classified into their primary area of interest.
In what ways could you, as director of the career planning program, evaluate whether these objectives have been met this year?

Question 8

List and describe the 5 steps of the program evaluation process.

Question 9

Describe two roadblocks to program evaluation and one way to overcome each.

Question 10

In the role of advocacy, counselors

A) design services.
B) deliver services.
C) evaluate services.
D) convince stakeholders of the importance of services.

Question 11

A target population is a group

A) used as a focus group.
B) designated to receive services.
C) designated not to receive services.
D) that will serve as an advisory board.

Question 12

Purposes for writing measurable objectives include

A) defining the benchmarks for evaluation.
B) requiring the program designer to specify desired outcomes.
C) determining the content of the program.
D) all of the above.

Question 13

One of the most feasible ways to deliver career planning services at the high school level is

A) a virtual website with cybercounseling.
B) one-to-one counseling.
C) group guidance.
D) a one-semester credit course.

Question 14

Evaluation of career planning services must be closely tied to

A) budget
B) methods of delivery.
C) measurable objectives.
D) target population.

Question 15

Where it is problematic in a school setting to get dedicated time to deliver career planning services, perhaps the best single approach is to

A) infuse them into existing curriculum.
B) give students take-home self-help materials.
C) include after-school meetings with students.
D) schedule evening meetings with students and parents.

Question 16

Using a pre-post assessment for evaluation implies that you are expecting

A) people to be more honest when they complete it the second time.
B) some change in a positive direction as a result of your services.
C) the results of the first assessment to be inaccurate.
D) some change in a negative direction as a result of your services.

Question 17

Of the following, the most easily measured objective is

A) …will be able to understand how occupations are organized.
B) …will be able to explain how occupations are organized.
C) …given the titles of 18 occupations, will be able to sort them correctly into six clusters
D) …will be able to apply organizational skills to sorting occupational titles.

Question 18

After completion of a first delivery of some career planning service, it is expected that

A) there would be no need for revision of any aspect.
B) objectives, content, and/or methods of delivery might be revised.
C) no evaluation would be necessary.
D) no promotion efforts would be needed for the next delivery.

Question 19

Measurable objectives are used to

A) indicate how the services should be delivered.
B) indicate how the services should be promoted.
C) determine the resources needed.
D) clearly define the desired outcomes.

Question 20

If the purpose of evaluation is to improve career planning services, you would choose the kind of evaluation known as

A) formative.
B) summative.
C) formal.
D) informal.

Question 21

Stakeholders are persons who

A) provide career planning services.
B) are affected in any way by services or programs.
C) are always positive about your services or programs.
D) collaborate in the delivery of career planning services.

Question 22

For a curriculum offered to students for career guidance purposes, evaluation would be guided by

A) measurable objectives developed up front.
B) how students felt about the experience.
C) student success on quizzes.
D) long-term follow up of student decisions.

Question 23

The first step in planning an evaluation is to

A) organize data in ways that will answer specific evaluative questions.
B) identify the best ways to measure outcomes.
C) determine the indicators of success in meeting objectives.
D) determine specific measurable objectives of the services.

Question 24

If some planners of the evaluation are pleased with results but others are not, it is probable that

A) the evaluation design is flawed.
B) different stakeholders have different desired outcomes.
C) the data have been incorrectly reported.
D) objectives were not measured systematically.

Question 25

Measurable objectives should begin with words similar to "At the end of this curriculum, students will be able to…"

Question 26

If there are three measurable objectives, there should always be three different evaluation instruments to measure their accomplishment.

Question 27

One reason that evaluation is important is to sustain administrative support for your program.

Question 28

One of the earliest steps in the program planning process is to design promotional activities.

Question 29

The National Career Development Guidelines can serve as a good skeleton for program development.

Question 30

Each stakeholder related to career services is likely to want different kinds of data from evaluation.

Question 31

When developing methods to collect data for use in evaluation, it is important to determine the indicators or behaviors that program participants should exhibit if desired outcomes have been reached.

Question 32

Qualitative data are not useful at all in evaluating career services.

Question 33

Often it is important to combine collection of data that could be used for both summative and formative evaluation.

Question 34

It is not possible to evaluate a program or service without having standards by which to compare it.