Dana Keener, Ph.D.ICF Macro
2009 AEA Annual MeetingNovember 12, 2009
Background/context of the study What is technical assistance? Intervention description Methods Results Conclusions
CDC’s Rape Prevention and Education (RPE) Grant Program in the Division of Violence Prevention
Four regional trainings offered in summer 2006 to sexual violence prevention professionals
RPE wanted to explore the added value of offering TA after a traditional training session
What Intentional, individualized, tangible help, aid, or assistance
For whom provided to an individual, organization, or community
Why for the purpose of increasing knowledge, skills, and abilities towards the successful achievement of a particular end-goal or product
Relationship quality IndividualizationProactive designSufficient dosage
Purpose: to promote the application of effective training practices among sexual violence prevention professionals
Two components:◦A full-day training component◦A subsequent telephone-administered
technical assistance component
Satisfaction with the training and TA Motivation to use effective training
practices Knowledge and self-perceived ability to use
effective training practices Application of effective training practices
6 hour in-person training Repeated in 4 locations Included PowerPoint, stories, worksheets,
exercises, and group discussion Small group sizes
◦ Atlanta = 4 participants◦ Chicago = 3 participants◦ San Diego = 9 participants◦ Hartford = 11 participants
Conducted via scheduled telephone conferences within 6 months of training
Two different intensity levels Designed to extend and
reinforce the training component
No new material presented Focused on application of
training content
Low-Intensity TA(Chicago and Hartford)
High-Intensity TA(Atlanta and San Diego)
1-60 min group call
Scheduled 90 days after training
n=14
3-60 min group calls 1-60 min individual call
Scheduled every 30-45 days after training
n=13
Longitudinal, quasi-experimental Data collected via surveys and observations
27 participants in total Self-selected into the training session Professional, well-educated Involved in training others as part of their
jobs
Based on training city Chicago and Hartford low-intensity TA Atlanta and San Diego high-intensity TA No systematic differences observed
between groups at pre-test
Timing of Data Collection
Measure Method
Before training session
Pre-Training Survey Self-report paper/pencil
During training session
Training Observation Tool
Evaluator completed paper/pencil
Immediately after the training session
Post-Training Survey Self-report paper/pencil
Following each TA call
Post-TA Survey Web survey
Six months after the training session
Six Month Follow-Up Survey
Web survey
Pre-Training 100% Post-Training 100% 6 Month Follow-up 96%
Demographics/Participant Characteristics Organizational Characteristics Satisfaction with Training and TA TA Engagement Effective Training Practices
◦ Attitudes/Motivation◦ Self-Perceived Ability (general and specific)◦ Knowledge (knowledge score)◦ Improvement◦ Application
RESULTSRESULTS
Participants were highly satisfied w/the training
Participants reported significant increases in:◦ Perceived ability to plan, implement and evaluate
training programs◦ Knowledge scores
Outcomes did not vary based on size of training group
Outcomes did not diminish 6 months after the training regardless of participation in TA
Defined as participating in at least 50% of calls offered to them
15 engaged participants◦ 9 from high-intensity group◦ 6 from low-intensity group
Participants from the smallest two trainings were more likely to be engaged in the TA component
6 of 7 from smallest trainings were engaged (86%) 9 of 20 from largest trainings were engaged (45%)
1
2
3
4
5
6
7
Pre-Training (N=27)
Post-Training(N=27)
Six Month Follow-Up(N=26)
Sel
f-P
erce
ived
Ab
iliti
es (
1=N
ot
able
/ 7=
Ver
y ab
le)
Ability to PLAN
Ability to IMPLEMENT
Ability to EVALUATE
Specif ic Abilities Scale
No changes in self-perceived ability was observed from post-training to 6 month follow-up
No differences found between high and low intensity groups
Participants in the high-intensity TA group reported more improvement on training tasks than the low-intensity group
Engaged participants reported more improvement in training tasks than unengaged participants at six months
However, the engaged participants already had greater self-perceived abilities before the TA component
Participants who were engaged in the TA fared better than participants who were not engaged at six months follow up.
BUT, most of the differences between engaged and unengaged participants preceded the TA intervention.
The results say more about who was inclined to participate in TA than they do about the impact of the TA component on the outcomes we measured.
Full-day, interactive, skills-based training with small groups (fewer than 12) can be very effective!
Brief TA that is one-size-fits-all is unlikely to contribute very much to outcomes, particularly if it follows training that was already effective.
Don’t throw in the towel on TA though! Need to test tailored TA programs under other conditions.
One size DOES NOT FIT ALL!
Conduct a brief needs assessment among training participants to identify and select appropriate participants of a follow-up TA program.
Develop individualized TA goals and objectives for each participant.
Develop an individualized TA plan for each participant to meet their goals.
Schedule TA proactively, rather than waiting to be asked for assistance.