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Research Design & Data Collection Method for the Case Study and Why

"The overall goal in selecting evaluation methods (s) is to get the most useful information to key decision makers in the most cost-effective and realistic fashion" (McNamara, 2006a, p. 5).  A formative evaluation involving quantitative and qualitative information would be recommended for this specific case study's research design, since the agency being researched has decided they want to start a new training program (Plummer, Makris, & Brocksen, 2014b). "Formative evaluations mostly focus on planning for a program or improving the implementation or delivery of services.  The evaluations tend to be exploratory in nature and may need either qualitative or quantitative methods or both" (Dudley, 2014, p. 255).  In fact, it is during the planning stage of a formative evaluation that triangulation is recommended, in order to seek multiple sources of information and compare them (Dudley, 2014).  Data collection could occur through administering surveys or questionnaires with forced-response and/or open-ended questions, a Likert scale standardized assessment tool, observations, analyzing secondary data, conducting focus groups and/or individual interviews with community members, and/or consult other local experts about services needed and how to secure funding resources (Dudley, 2014).  "The combination of qualitative and quantitative methods in evaluations offers several advantages to evaluations, including complementary, triangulation, and accountability" (Dudley, 2014, p. 272).  Quantitative and qualitative methods offer distinct kinds of data that provide numeric measures of aspects such as client satisfaction, outcomes, and profiles of prospective program participants (Dudley, 2014).  Qualitative data tends to answer the question "why" and provide a more humanistic, holistic understanding to the data collected (Dudley, 2014).  "Qualitative and quantitative findings on the same topic can be helpful in triangulation of the findings.  Use of both methods can provide two types of information sources on the same topic" (Dudley, 2014, p. 273).  In order to more accurately and efficiently assess or interpret qualitative data collected for the study, it may be necessary to condense responses into general categories or identify common themes or patterns present in the data collected (Dudley, 2014).

Specific Outcome & Method for Measuring that Outcome

Summative evaluations look at outcomes of programs and help determine whether or not the intervention was effective (Dudley, 2014).  Further, "Outcomes evaluation looks at impacts/benefits/changes to your clients (as a result of your program's efforts) during and/or after their participation in your program" (McNamara, 2006b, p. 2).  Outcomes components include inputs, activities, outputs, and outcomes (McNamara, 2006b).  An outcome evaluation of quasi-experimental or experimental design using qualitative and quantitative measurements for this specific case study would help determine whether or not the primary goals of the new training program were being met:  reducing foster placement disruptions, improving the quality of services delivered, and increasing child well-being through better trained and skilled foster families (Dudley, 2014; Plummer, Makris, & Brocksen, 2014b).  A quasi-experimental or experimental group design would also take into account and control for outside factors that may influence the data (Dudley, 2014).  Data can be compiled from multiple sources for triangulation (Likert scale questionnaires, existing documentation, participant observation, and in-depth interviews, for example), and the data can be measured through condensing responses into general categories, conducting a theme analysis, and/or conducting a descriptive analysis.  There are also different types of hypothesis testing that can be completed in order to determine whether or not there is a relationship between the outcome and intervention applied, and a correlation test reflects the strength of a relationship that exists (Dudley, 2014).  A paired-samples t-test could be used to assess the outcomes of the specific case study from this week's readings.  Pretest and posttest scores from the group would be compared to evaluate the effects of program participation on reducing foster placement disruptions, improving the quality of services delivered, and increasing child well-being through better trained and skilled foster families (Dudley, 2014; Plummer, Makris, & Brocksen, 2014b).

Who Will Collect the Data and How

Summative evaluations are usually conducted by an outside source to ensure objectivity.  Data can be collected through several means, such as conducting questionnaires, satisfaction surveys, interviews, and/or administering pretests and posttests with participants at the beginning and again at termination, either in person, via telephone calls, and/or other mail or electronic communication.  

References:

Dudley, J.R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.). Chicago, IL: Lyceum Books.

McNamara, C. (2006a). Contents of an evaluation plan. In Basic guide to program evaluation (including outcomes evaluation). Retrieved from http://managementhelp.org/evaluation/program-evaluation-guide.htm#anchor1586742.

McNamara, C. (2006b). Reasons for priority on implementing outcomes-based evaluation. In Basic guide to outcomes-based evaluation for nonprofit organizations with very limited resources. Retrieved from http://managementhelp.org/evaluation/outcomes-evaluation-guide.htm#anchor30249.

Plummer, S.-B., Makris, S., & Brocksen, S. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. 

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