PE 307 lecture notes - Western Washington...

Kinesiology 435Worksite Health

Promotion

Lecture notesSpring 2018Dr. Gordon Chalmers

Dept. of HHDWestern Washington University

Copyright Ó 2018, Gordon Chalmers, Ph.D.

Source: https://www.wellsteps.com/custom/pdfs/PlanToChange_HiRes1.pdf

+ evaluation of program

KIN 435 Lecture Notes Ó 2018, Gordon Chalmers, Ph.D. Pg. 2 updated 315/18

https://www.wellsteps.com/custom/pdfs/PlanToChange_HiRes1.pdf

COURSE CALENDAR. Dates may be moved forward of back depending on class progress, you will be notified in class of any changes in the schedule including changes in assignment due dates.Overview on the course schedule: The class is sequenced so that we can discuss the topics outlined in the course content, and then you can get started on your health promotion program early in the quarter. While you are developing and implementing your program we will have guests visit our class, who will explain how they have carried out the steps in conducting a program that we have discussed. Further, while you are developing and implementing your program we will discuss other aspects of running a program, specifically, web based information dissemination (building a web site for a health program) and using excel to develop a budget for a program.

A goal of this class is to make this a VERY active participation, project and worksite oriented course. In this course we will discuss a topic, and you will be expected to do the related assignment quickly so you will be progressing toward a timely completion of the overall class project. So be prepared to act on an assignment as soon as it is distributed, because the due dates will be very soon after the assignment is distributed. This will be especially evident in the first weeks of the quarter.KIN 435, Spring 2018 SCHEDULEWk Day Month Date1 Tues April 3 Introduction to course

Unit 1 Introduction1 Wed April 4

BSDweek break

Unit 1 Introduction , Unit 2 Identifying a site for your program, Finish site selection, Unit 3 Doing a needs assessment

Discuss Letter To Worksite asst.Discuss request to REI for donation of items to group

1 Thurs April 5 Draft letter to worksite due to instructor.Request to REI for donation of items to group due to REIUnit 3 Doing a needs assessment

1 Fri April 6 Letter to worksite contact person due# to instructor & to worksiteUnit 3 Doing a needs assessmentDiscuss Developing a needs assessment questionnaire asst.

2 Mon April 9 Group meeting time - Developing a needs assessment questionnaire asst.2 Tues April 10 Likely group discussion of all questionnaires, or going over each group’s questionnaire

individually to improve themAnd/or Group meeting time - Developing a needs assessment questionnaire asst.Discuss Reimbursement Procedures:

You cannot be reimbursed for expenses related to: food or travel costs for the students running the project, or donations to any organizations. Requests for reimbursement must be submitted within 60 days of the money being spent, and before the end of the spring term.

2 Wed April 11 Developing a needs assessment questionnaire asst due# to instructorDelivery of questionnaire to worksite as soon as questionnaire is

returned to you and marked as ready to distribute.Unit 4 Developing a rationale

2 Thurs April 12 Insurance due#

Possible further discussion of revising questionnairesPossible further time to revise questionnaires

2 Fri April 13 Unit 4 Developing a rationaleUnit 5 Developing a mission statement, goals & objectivesDelivery of questionnaire to worksite by this date

3 Mon April 16 Unit 5 Developing a mission statement, goals & objectives3 Tues April 17 Unit 6 Models & methods of interventions3 Wed April 18 Discuss Assessing a needs assessment of a target population asst.

Unit 7 Models & methods of interventionsUnit 8 Program resources


COURSE CALENDAR. Dates may be moved forward of back depending on class progress, you will be notified in class of any changes in the schedule including changes in assignment due dates.3 Thurs April 19 Guest – Krista Torrey & Jenni Harrington+( HHD parking) 3 Fri April 20 Needs assessment questionnaire returned from worksites.

Group meeting time - Assessing a needs assessment of a target population asst.4 Mon April 23 Assessing a needs assessment of a target population asst. due#

Discuss rationale asst.Group meeting time - rationale asst.

4 Tues April 24 Guest - Jeff Washburn+ ( HHD parking)4 Wed April 25 Group meeting time - rationale asst.4 Thurs April 26 Rationale asst. due#

Discuss M,G,O asst.Group meeting time - M,G,O asst.

4 Fri April 27 M,G,O asst. due#

Discuss Program Intervention Plan asst.Group meeting time - Program Intervention Plan asst.

5 Mon April 30 Guest - Mitchell Dropp+ (VIA SKYPE)+

5 Tues May 1 Program Intervention Plan asst. due#

Discuss Resources for an Intervention Activity asst.Group meeting time - Resources for an Intervention Activity asst.

5 Wed May 2 Unit 9 Program marketing ?Group meeting time - Resources for an Intervention Activity asst.

5 Thurs May 3 Due: Meet in class time with each group to review their group’s draft of the Resources for an Intervention Activity Assignment.Group meeting time - Resources for an Intervention Activity asst.

5 Fri May 4 BIOMECHANICS CONFERENCEGroup meeting time - Resources for an Intervention Activity asst.

6 Mon May 7 Resources for an Intervention Activity asst. due#

Discuss intervention activity material asst.Group meeting time #1 - intervention activity material asst.

6 Tues May 8 Guest - Kurt Fellrath+ ( HHD parking)6 Wed May 9 Group meeting time #2- intervention activity material asst.6 Thurs May 10 Group meeting time #3- intervention activity material asst.6 Fri May 11 Discuss submission of Intervention material asst.

Discuss marketing asst.Due: Meet in class time with each group to review their group’s draft of the intervention

material assignment.While waiting for group’s review: Group meeting time - Marketing asst.

7 Mon May 14 Group meeting time #1 - Intervention material asst. revisionsGroup meeting time - Marketing asst.

7 Tues May 15 Marketing asst. due#

Group meeting time #2 - Intervention material asst. revisions7 Wed May 16 Intervention material due#

Grading and feedback to 2-3 groups immediately in class time??7 Thurs May 17 Delivery of Marketing Material to Worksite today.

Group meeting time – Delivery of marketing materials to worksite.7 Fri May 18 Group meeting time – Finalization of Intervention materials after asst. grading8 Mon May 21 Target start of period of health promotion project

in the worksiteProject delivered to worksite by today #

Group meeting time – Delivery of materials to worksite.8 Tues May 22 Guest – Mark Pearson+ ( HHD parking)


COURSE CALENDAR. Dates may be moved forward of back depending on class progress, you will be notified in class of any changes in the schedule including changes in assignment due dates.8 Wed May 23 Excel lesson #1 Meet in: HH 1018 Thurs May 248 Fri May 25 Guest - Emily Gavin+ ( HHD parking)9 Mon May 28 SCHOOL CLOSED9 Tues May 29 Discuss Excel asst.

Excel lesson #2 & Group work time on excel asst. Meet in: HH 1019 Wed May 30 Excel Budget assignment due#

Unit 10: Program EvaluationDiscuss Program Evaluation Asst.Discuss Presentation Asst.Group meeting time – Program Evaluation asst.

9 Thurs May 31 Group meeting time – Program Evaluation asst.9 Fri June 1 Target end of period of health promotion project in

the worksite (possible 7-8 work days, 10 total days, duration)Group meeting time – Removal of materials from worksite.Group meeting time – presentation asst.Program Evaluation Assignment due #

10 Mon June 4 Group meeting time – presentation asst.10 Tues June 5 Guest - Kala Zimmermann-Keck+ ( HHD parking)10 Wed June 6 Class project presentations due #

10 Thurs June 7 Class project presentations due #

Class EvaluationsPossible excel test if time not needed for presentations: HH 101

10 Fri June 8 Guest - Lindsay Mann-King+ ( HHD parking)Exam Week

Thurs June 14 1-2: Excel test. Meet in: Room?? Scheduled 4th week of quarter, we will be notified.

2-3 pm: exam slot used for presentations as needed

# Assignment due dates are listed in the course calendar, and are subject to change based on the progress of the class. Verbal notification of any changes in assignment due dates will be given in class.

+ Guests:Lindsay Mann-King , Premise Health BP Wellness Coordinator, Cherry Point Refinery, Ferndale.

[email protected]

Mitchell Dropp: Equinox (formerly EXOS), , <[email protected]>

Krista Torrey & Jenni Harrington , Boeing Well Being, 425.266.1976 (40-33) , 425.876.6216 (cell), http://fitness.web.boeing.com, Torrey, Krista M [email protected]

[email protected]

Mark Pearson, Director, Fitness Center, United General District 304, Sedro-Woolley, WA, [email protected]

Kurt Fellrath , Ergonomics, Boeing Environment, Health & Safety, Renton Site, http://737ehs.web.boeing.com/Ergonomics/ [email protected]

Emily Gavin, Personal Trainer Recruiter, PRO Wellness Coordinator, [email protected]

Jeff Washburn, MSE, General Manager Vivecorp, Inc., http://vivecorp.com/, <[email protected]>


mailto:[email protected]

http://vivecorp.com/






COURSE CALENDAR. Dates may be moved forward of back depending on class progress, you will be notified in class of any changes in the schedule including changes in assignment due dates.Kala Zimmermann-Keck <[email protected]>, worker ergonomics and product ergonomics PACCAR


Unit 2 Site Selection

Community Placements, KIN 435, Spring 2018 WWU Academic Custodial Services, WWU CampusAgency Site Supervisor:Day Shift – Jim Perigo – 360-305-0412 & WWU 360-650-7920<[email protected]>Swing Shift – Roberto Lim – 360-820-4568 & WWU 360-650-2552<[email protected]>

Project Description: Students will create health promotion materials for Academic Custodial Services

Bellingham School DistrictName of group – Secretaries, Directors, & Support StaffName of contact person – Ruth Rasmussen, Executive SecretaryEmail [email protected] # 360-676-6501, # of people in the site – 20Not available April 2-6

Project Description: Students will create health promotion materials for listed Bellingham Public Schools team.

Bellingham School DistrictName of group - Head CustodiansName of contact person-Mike Anderson, Director of Buildings &

GroundsEmail [email protected] # 360-676-6548, # of people in the site 20-25Not available April 2-6


Bellingham School DistrictName of group - Maintenance StaffName of contact person - Mike AndersonEmail [email protected] # 360-676-6548, # of people in the site 20-25Not available April 2-6


Small Business Development Center (SBDC)115 Unity St., Suite 101Bellingham, WA 98225

Agency Site Supervisor: Haley Halverson, Program [email protected]

Project Description: Students will create health promotion materials for an office of six to seven employees. The SBDC provides free business development counseling for small, local business owners.

YMCA1256 N. State StreetBellingham, WA 98225Agency Site Supervisor: Tammy Bennett, Director of Healthy [email protected]://www.whatcomymca.org

Project Description: Students will work to create health promotion materials for the staff of a specific dept. at the Bellingham YMCA.




CONTACT LETTER ASSIGNMENT

Your group is to write a brief contact letter to the contact person at your worksite.Your letter should include the following:

Introduce yourselves. Thank them for allowing you come to their worksite to do your class project. Tell them that you will be calling them in a few days to determine how can

distribute a needs assessment to the workers. Contact names and phone numbers for all the students on your project team. Handwritten assignments are not accepted.

A draft letter is due by the date in the course schedule.

You are to submit:A copy of this letter to Dr. Chalmers by the due date in the course outline, and send the letter to the worksite prior to submission.

You must complete this assignment, but it is not graded, and does not contribute to your term grade.


Unit 3 Needs Assessment

Needs assessment = identifying the health needs of a target population

SERVICE NEEDS = WHAT THE HEALTH PROFESSIONAL BELIEVES A TARGET POPULATION NEEDS TO RESOLVE A HEALTH PROBLEM

SERVICE DEMANDS = WHAT THE TARGET POPULATION BELIEVES THEY NEED TO RESOLVE A HEALTH PROBLEM

NEEDS ASSESSMENT DATA1) PRIMARY DATA

=COLLECTING YOUR OWN DATA2) SECONDARY DATA

=USING EXISTING DATA

1) PRIMARY DATA=COLLECTING YOUR OWN DATA

2) SECONDARY DATA=USING EXISTING DATA

HOW TO COLLECT PRIMARY NEEDS ASSESSMENT DATA?1) SURVEY SELF REPORTSINGLE MEETING BY: PAPER & PENCIL QUESTIONNAIRE PHONE INTERVIEW FACE-TO-FACE INTERVIEW

WHO TO SURVEY?

HOW TO COLLECT PRIMARY NEEDS ASSESSMENT DATA?2) COMMUNITY FORUMBRING TOGETHER PEOPLE FROM TARGET POPULATION TO DISCUSS CONCERNS

HOW TO COLLECT PRIMARY NEEDS ASSESSMENT DATA?3) OBSERVATION BY HEALTH EDUCATORS

HOW TO COLLECT PRIMARY NEEDS ASSESSMENT DATA?3) OBSERVATION BY HEALTH EDUCATORS BY THE PARTICIPANTS THEMSELVES= SELF ASSESSMENTE.G., HEALTH RISK APPRAISALS (HRA)



HOW TO COLLECT SECONDARY NEEDS ASSESSMENT DATA?1) GOVERNMENT STUDIES & DATA

SEARCH SITES INCLUDING: NIH (NATIONAL INSTITUTE OF HEALTH)* CDC (CENTER FOR DISEASE CONTROL & PREVENTION)** LINK ON DR. CHALMERS' WEB PAGE

HOW TO COLLECT SECONDARY NEEDS ASSESSMENT DATA?2) DATA IN THE LITERATURE ERIC (EDUCATION RESOURCES INFORMATION CENTER) #

MEDLINE#

PSYCLIT#

#WILSON LIBRARY DATABASES

HOW TO USE THESE POTENTIAL SOURCES TO CONDUCT A NEEDS ASSESSMENT

STEP 1: COLLECT DATA TO DETERMINE THE PRESENT STATE OF HEALTH OF THE TARGET POPULATION

STEP 2: ANALYZE THE DATASTEP 3: PRIORITIZE NEEDSSTEP 4: VALIDATING THE PRIORITY LIST

STEP 1: COLLECT DATA TO DETERMINE THE PRESENT STATE OF HEALTH OF THE TARGET POPULATION

PRIMARY OR SECONDARY DATA OR BOTH WHO & HOW TO COLLECT INFORMATION

STEP 2: ANALYZE THE DATA "EYE BALL THE DATA" TO LOOK FOR OBVIOUS PROBLEMS (STATISTICAL ANALYSIS, LESS COMMON)RESULT: YOU CAN STATE THE HEALTH PROBLEMS, & THEIR EXTENT

STEP 3: PRIORITIZE NEEDSTO DECIDE WHERE TO PUT YOUR RESOURCES CONSIDER: WHAT ARE THE MOST PRESSING NEEDS? ARE MY RESOURCES ABLE TO DEAL WITH THE PROBLEM? CAN THE PROBLEM BE SOLVED THROUGH HEALTH PROMOTION? CAN THE PROBLEM BE IMPROVED IN A REASONABLE TIME FRAME?



STEP 3: PRIORITIZE NEEDS (continued)TO DECIDE WHERE TO PUT YOUR RESOURCES ALSO CONSIDER: WHAT DO THE COMMUNITY MEMBERS FEEL ARE THE MOST PRESSING

NEEDS? WHAT ARE EXISTING HEALTH PROMOTION PROGRAMS? ARE THEY

WORKING? WHO DO THEY REACH?

STEP 4: VALIDATING THE PRIORITY LIST CHECKING WITH TARGET GROUP THAT THEY WILL BE RECEPTIVE TO

THE PROGRAM YOU ARE CONSIDERING. GETTING OPINIONS FROM OTHER HEALTH PROFESSIONALS

MORE THINGS TO CONSIDER WHEN PLANNING YOUR NEEDS ASSESSMENT

Give the identical assessment to each person so data is uniformEasy with paper questionnaire, harder with interviews and discussion groups Try to get a high response rate Response rate increases when information is anonymous

WHAT CAN YOU BE ASKING ABOUT? AWARENESS

The leading cause of death for males is: (a) heart disease (b) cancer (c) Stroke (d) accidents

KNOWLEDGE

Which of the following are antioxidants (a) Vit C (b) Vit B12 (c) Zinc

ATTITUDES

Exercise will positively affect your health?Strongly Agree Agree Neutral Disagree Strongly disagree

BEHAVIOR Do you do visit the doctor at lease once per year.

SKILLS

Do you know how to do a self check for testicular cancer? Y/N

HEALTH STATUS What is you blood pressure? _________ QUALITY OF LIFE

Do you have difficulty urinating? Y/N/ Sometimes



HOW TO COLLECT PRIMARY NEEDS ASSESSMENT DATA USING A PAPER & PENCIL SELF REPORT SURVEY QUESTIONNAIRE OF THE TARGET POPULATION

To consider when planning questions to ask:Put demographic questions first to warm up subjectsPut sensitive or personal information near the endDo not use questions that have bias

"list 3 ways you enjoyed this class"

Do not ask two-part questions Do you brush & floss your teeth?Do not assume too much knowledge

"Are you within 10 pounds of your recommended weight?"

Don't ask questions that are not really what you want to know

POOR: "Is education in low fat cooking needed"BETTER: "Would you attend a class in low fat cooking?"

Forms of questions you can ask

Closed questionsYes/ No For knowledge, including "other ______" option is usefulMultiple choice For knowledge

Likert Scale (5 or 7 points)Exercise will positively affect your health?Strongly Agree Agree Neutral Disagree Strongly disagree

Unstructured or opened questionse.g., Why have you expressed interest in this program

MAKE QUESTIONNAIRE EASY TO READ & UNDERSTAND. AMPLE SPACE FOR RESPONSES. SHORT. EASY TO RETURN. OFFER INCENTIVES FOR RETURN OF QUESTIONNAIRE? INCLUDE A COVER LETTER WITH THE QUESTIONNAIRE.

INCLUDE A COVER LETTER WITH THE QUESTIONNAIREe.g., Table 5.1 Page 105 of M & S text

PRACTICAL ADVICE/DISCUSSION ON HOW WE WILL DEVELOP A NEEDS ASSESSMENT

Q1- What topic areas should you be interested in?Remember the constraints of health issues that can be solved by health promotion with your time and money and other resources



A- Start by looking in the contents of a basic health book to remember the basic health issues possible and of importance. These are….


DEVELOPING A NEEDS ASSESSMENT QUESTIONNAIRE ASSIGNMENT

First, go back and review the lecture notes related to this assignment. You are to develop a paper and pencil, or web based, survey to do a collection of primary data on the health needs at your project site. In the next assignment, you will use you questionnaire at the worksite and evaluate the results. Ensure that you use questions that will produce data that reflects your target population's health status, awareness of health, attitudes about health, knowledge of health and health interests. Also include useful demographic questions as well as questions that may help you market the program (these topics are discussed later in the course). Ensure your questions allow you to identify both service needs as well as service demands. You must develop your questionnaire for your unique site. Ask about both work related and non work related health concerns. Include questions to determine if there are health programs in effect at work now. There is no one standard needs assessment that will fit all applications. Remember that you must develop a questionnaire that will allow you to state health problems, and their extent for your target population. See the assignment grading sheet for further information on the specific requirements for the survey. You are responsible to ensure that your questionnaire, and the submitted materials:

Includes all the items required on the grading sheet. Assesses the major personal factors that current scientific evidence

indicates are the most important for affecting an individual’s personal health and longevity, and that are useful to you to design a health promotion program.

Follow the suggestions for developing effective questionnaires discussed in class. After completing the instrument, pilot-test it on five people who are as similar in characteristics to your target population as possible. Interview the five people after they take the test and get their feedback about what was good or bad (e.g., poor layout, unclear questions, poor answer choices, too long etc.) about the test. Use the responses from your pilot subjects to modify the questionnaire. The questionnaire should take approximately five minutes to complete.To help you develop a questionnaire you may want to consider the following resources: Your text chapter four & five. Sample Health Risk Assessments from many sources. The following list is

provided as a starting point.Health or wellness textbooks from other classesReputable Health Risk Assessments on the internet. Links to a few of these are on the KIN 435 web page. Please notify Dr. Chalmers if any of these sites are no longer in operation.

It is strongly suggested you check a draft of your questionnaire with Dr. Chalmers.


DEVELOPING A NEEDS ASSESSMENT QUESTIONNAIRE ASSIGNMENTWarning: DO NOT SPEND ANY MONEY ON ANY ASSIGNMENT UNTIL YOUR HAVE DISCUSSED THE SHARING OF EXPENSES WITH YOUR PARTNERS, AND YOU ALL HAVE A CLEAR UNDERSTANDING OF THE TOTAL COST, AND HOW THAT COST WILL BE SHARED, IN ONE ASSIGNMENT, AND ACROSS THE ASSIGNMENTS. THE COSTS WILL BE AT THIS ASSIGNMENT (DUPLICATING THE QUESTIONNAIRE) AND THE ASSIGNMENT WHERE YOU ACTUALLY PRODUCE, AND IN SOME CASES DUPLICATE THE MATERIALS FOR THE WORKSITE. To help keep duplication costs down on this assignment, once you have the questionnaire questions developed, work on organizing the layout to save space (and page and therefore duplicating costs). For example, a list of response to select from should be in two or more columns across the page, not a single column down a page with blank space to the right. Also, minimize or eliminate space between a questions and answer. Also, in a large worksite, you may not need to distribute the questionnaire to all the workers, you may be able to sample the workers. Ask Dr. Chalmers if you are considering sampling from the target population.

Group work suggested strategy: For this assignment it is important that all member of the group contribute approximately equally. One method to do this is that the group starts by dividing up the tasks needed to be completed, then assign the tasks equally across the group members, and sets due dates for each task to be completed by (some tasks occur later in the completion timeframe). So it is everyone’s responsibility to distribute the work across themselves and others, then an individual’s responsibility to complete work assigned to them. Then it will clear if someone is not contributing their agreed upon share, which should be communicated to Dr. Chalmers (e.g. by email or using individual feedback form submitted with assignment) when the assignment is submitted so he can take this into account when assigning individual grades for the group work.You are to submit: A cover letter to go with the questionnaire, see the assignment grading sheet

for specific requirements for the contact letter. The example must be modified for the context you are asking questions in. You must identify at the start of the letter who you are, that this work is part of a course project on Worksite Health Promotion at Western Washington University.

The five completed questionnaires from your pilot subjects Your final questionnaire A brief paragraph describing (A) Major challenges in developing the

questionnaire, (B) How you overcame these challenges, if you did, (C) Your satisfaction and confidence in the questionnaire you have developed.

The grading sheet for this assignment. Handwritten assignments are not accepted.

You are to send out the cover letter and the questionnaire to the worksite AFTER you have received permission from the instructor to do so (see check box on assignment grading sheet)


DEVELOPING A NEEDS ASSESSMENT QUESTIONNAIRE ASSIGNMENT GRADING

Names:___________________________________________________Site:__________________________________

GoodJob well done. Can be used as

it currently is

Some Improvement NeededDone, but could be improved in way(s)

noted

WeakNot done, or effectively not

done2 1 0

2 1 0 CommentsCover letter to go with questionnaire.

On plain paper (do not infer you represent WWU)

Who you are… With permission of… What you are doing Why you are doing it… their benefit Guarantee of anonymity Time needed to do survey Where and when to return survey If you have questions contact… Thanks signatures

Survey that will produce data that reflects your target population's needs: Health awareness, attitudes, knowledge, actions. Both occupational & non occupational issues addressed. Assesses the major personal factors that current scientific evidence indicates are the most important for affecting an individual’s personal health and longevity, and that are useful to you to design a health promotion program.Demographics (age, sex, etc.)

Nutritional intakes (important factors: fruits, vegetables, dairy, type of dairy and meats, tans fats, whole grains, fish, junk food, snacks, food preparation techniques)Exercise/physical activity (freq, type resistance/aerobic, time)Safety (e.g., helmets, seatbelts, smoke/CO detector use & maintenance)Musculoskeletal health (e.g, aches and pains)

Preventative behaviours (e.g., sun, doctor checkups for men and women, immunizations, hand washing)Stress & stress management

Health status (e.g., BP, cholesterol etc)

What do they want to learn about?


DEVELOPING A NEEDS ASSESSMENT QUESTIONNAIRE ASSIGNMENT GRADINGExisting health information and programs

Marketing issues

Thanks & instructions for returning at end of surveyClear layoutClear concise instructions, easy to understand questionsGood answer choices and spacesQuestionnaire takes approximately 5 minutes to completeAnswers to the following questions: (A) Major challenges in developing the questionnaire, (B) How you overcame these challenges, if you did, (C) Your satisfaction and confidence in the questionnaire you have developed.The five completed questionnaires from your pilot subjects submitted. ________Your final questionnaire submitted. ______ Grading sheet attached ____________ points deducted for errors in spelling, grammar, or other aspects of writing._____ points deducted for including questions on: Drugs, sex, alcohol, mental illness, chemicals or other

physical hazards in the workplace.

Questionnaire and cover letter are ready to be sent to the worksite, after suggested changes on them are made.Questionnaire and cover letter must have suggested changes on them made, and then must be resubmitted for further evaluation before they can be sent out to the worksite.

General Comments:

Name:_________________________________________MY CONTRIBUTION TO THIS ASSIGNMENT:I feel that I contributed to this assignment equally, with the contribution of my team members._____ YES ____ NO If “NO” is selected, do you feel you contributed ___ more or ___ less (check one) than some of your team members?CONTRIBUTION OF OTHER TEAM MEMBERS TO THIS ASSIGNMENT:I am concerned that a member of my group is not contributing equally, with the contributions of other team members. _____ YES ____ NO

Name:_________________________________________


DEVELOPING A NEEDS ASSESSMENT QUESTIONNAIRE ASSIGNMENT GRADINGMY CONTRIBUTION TO THIS ASSIGNMENT:I feel that I contributed to this assignment equally, with the contribution of my team members._____ YES ____ NO If “NO” is selected, do you feel you contributed ___ more or ___ less (check one) than some of your team members?CONTRIBUTION OF OTHER TEAM MEMBERS TO THIS ASSIGNMENT:I am concerned that a member of my group is not contributing equally, with the contributions of other team members. _____ YES ____ NO




ASSESSING A NEEDS ASSESSMENT OF A TARGET POPULATION ASSIGNMENTFirst, go back and review the lecture notes related to this assignment.This assignment involves the following steps:

(1) You are to carry out your paper and pencil survey to collect primary data on the health needs at your project site.

(2) Analyze the data and develop a summary table of results. We will discuss in class effective ways to modify your questionnaire to produce a data results table. Also include in your report:

# people in target population # needs assessment surveys distributed # needs assessment surveys received back and used in data analysis % return rate for needs assessment survey % of target population included in data analysis

(3) Make a list of the 3 most important health needs. For each item in the list give a rationale as to how decided it was an important need. These rationale, for EACH item, should answer each of the following questions:I. Why is this a pressing need? Base this on your primary data.

II. Are my resources able to deal with this health problem?III. Can this health problem be solved through health promotion?IV. Can this problem be improved in a reasonable time frame? (Consider the

duration of this course.)V. Do the target population members feel this is a pressing need?

VI. What are existing health promotion programs for this problem for the workers at the workplace or in the community? Are they working?

VII. Were there other factors influencing your decision to rate this need as important?

(4) Make a clear statement of conclusion saying what single health need your health promotion program will target, and explain how you came to that decision from the list of the three candidates in part (3). It is very important to start to consider at this point in the course the difference between the program you will run within this course, and a program you could run for the same workers outside of this course. Our goal is that you will run a health promotion program for your workers that is as real and as effective as possible, within the constraints imposed by the course. Some of the constraints are that within this course you have only approximately six week until you must deliver your program, you will have very little (and in some cases no) contact with your target population, and you have only the money and time resources that you can contribute to the project. Accordingly, to maximize the likelihood that your project will have a real health benefit for the target population, you must take these limitations into account when selecting the top priority for your program. Excellent programs have and can be run under these conditions. SOME PRESSING HEALTH NEEDS CAN NOT BE ADEQUATELY ADDRESSED GIVEN THESE LIMITATIONS, AND SO MUST


ASSESSING A NEEDS ASSESSMENT OF A TARGET POPULATION ASSIGNMENTBE GIVEN A LOWER RANKING IN YOUR FINAL LISTING OF THE TOP ISSUE TO ADDRESS IN YOUR PROGRAM. For example, while lack of exercise may be a pressing health need, the potential for a 6 week program in which you have little to no contact with the target population to affect an individual’s exercise pattern is very remote, based on research literature discussing exercise behavior. Accordingly, it is better to address another health need that your resources and limitations give you a better chance to make an impact upon (then address exercise habits, or other hard to address habits, under different conditions when chances of success are greater, making the cost:expected benefit ratio more favorable). These are the sort of prioritizing decisions you must make in your job as a health specialist when deciding which programs to run at a given time. Remember, in this course you are not just going through the steps of planning and running a program, you are actually working to select and develop a program this term that will have the highest probability possible of having a health impact on your target population.

When your assignment is graded, Dr. Chalmers will examine how you balanced points I – VII listed above to come to your final decision on which single health concern to address. Following the grading, Dr. Chalmers may request that the group members meet with him to discuss the decision making process, to ensure that the group has considered all factors well, and has arrived at a good decision on the project to implement.Group work suggested strategy: For this assignment it is important that all member of the group contribute approximately equally. One method to do this is that the group starts by dividing up the tasks needed to be completed, then assign the tasks equally across the group members, and sets due dates for each task to be completed by (some tasks occur later in the completion timeframe). So it is everyone’s responsibility to distribute the work across themselves and others, then an individual’s responsibility to complete work assigned to them. Then it will clear if someone is not contributing their agreed upon share, which should be communicated to Dr. Chalmers (e.g. by email or using individual feedback form submitted with assignment) when the assignment is submitted so he can take this into account when assigning individual grades for the group work.

You are to submit: Your questionnaire converted to display results for each question, as

discussed in class. Do not include the raw data or the individual forms filled out by the workers.

Data summary table for bulleted items listed in part (2) above. List of health needs in part (3). Concluding statement in part (4). The grading sheet for this assignment. Handwritten assignments are not accepted.


ASSESSING A NEEDS ASSESSMENT OF A TARGET POPULATION ASSIGNMENT GRADINGNames:___________________________________________________Site:___________________________________

GoodJob well done. Can be used as it currently is

Some Improvement NeededDone, but could be improved in

way(s) noted

WeakNot done, or effectively

not done2 1 0

2 1 0 CommentsQuestionnaire converted to show data summaryData summary table, including: # people in target, # assessment surveys distributed, # assessment surveys received used, % return rate for survey, % of target population in data analysisPrioritized list of health needs with analysis for EACH health need:Health Need #1 – addressing items listed below

Health Need #2 – addressing items listed below

Health Need #3 – addressing items listed below

A clear statement of conclusion saying what your health promotion program will target. _______Items to address for each health need:

I. Why is this a pressing need? Base this on your primary data.II. Are my resources able to deal with this health problem?

III. Can this health problem be solved through health promotion? IV. Can this problem be improved in a reasonable time frame (i.e. the time frame

of this course)?V. Do the community members feel this is a pressing need?

VI. What are existing health promotion programs for this problem for the workers at the workplace or in the community? Are they working?

VII. Were there other factors influencing your decision to rate this need as important?

Your questionnaire submitted. ______Grading sheet attached ____________ points deducted for errors in spelling, grammar, or other aspects of writing.

General Comments:

Name:_________________________________________


ASSESSING A NEEDS ASSESSMENT OF A TARGET POPULATION ASSIGNMENT GRADINGMY CONTRIBUTION TO THIS ASSIGNMENT:I feel that I contributed to this assignment equally, with the contribution of my team members._____ YES ____ NO If “NO” is selected, do you feel you contributed ___ more or ___ less (check one) than some of your team members?CONTRIBUTION OF OTHER TEAM MEMBERS TO THIS ASSIGNMENT:I am concerned that a member of my group is not contributing equally, with the contributions of other team members. _____ YES ____ NO





Unit 4 Rationale

YOU HAVE TO GAIN SUPPORT FOR YOUR PROGRAM#1 - support from all levels of your institution structure

WHY DO WE NEED A RATIONALE?

A GOOD RATIONALE, SHOWING HOW A PROGRAM HELPS THE ORGANIZATION MEET IT'S GOALS AND CARRY OUT IT'S MISSION, IS IMPORTANT FOR "SELLING" THE PROGRAM

To get information to develop your rationale use: Primary & secondary needs assessment data

NIH CDC ERIC MEDLINE1

PSYCLIT PQD Medical Library Sport Discus

This information must be such that you are convincing people why your program is important to run. It is not enough to say your health issue is important. It is not enough to cite basic facts on how many people suffer from the issue. Additionally, look for data on cost of suffering in tangable (e.g., $ spent on health care, lost time, premature death, etc.) and less tangible measures (e.g., discomfort, loss of options, etc.).

For all assignments in this course high quality sources are as follows: Journal articles: Use scientifically accurate peer reviewed journals

(e.g., American Journal of Health Education, Journal of School Health, New England Journal of Medicine, Lancet, Nature, American Journal of Public Health, and Journal of American Medical Association). Electronic peer reviewed journals are not considered to be web sites, they are journals.

Books: must only be recent and written by leaders in the field. Web sites: Web sites may only be national professional

organizations (e.g., AMA), government web sites (e.g., NIH, CDC), or nationally recognized non-profit health information source dedicated to a specific disease (e.g., American Heart Association, American Cancer Society). There are a sufficient number of these highly dependable web sites available that other web sources (even ones with MDs on editorial boards or as authors) are not acceptable. If in doubt, check your source with your instructor. Check web site of Dr. Chalmers for links to quality web sites that meet the above criteria.

1 Remember to use Pubmed (listed under “P”) NOT Medline listed under “M” in the Wilson library listing of databases.


Unit 4 Rationale

See “Health Links – Part A” on Dr. Chalmers’ site. Commercial web sites (ones ending in .com) are not allowed.

Newspapers, general interest magazines, personal communications, discussion groups and encyclopedias: are NOT acceptable references and should not be used.

Date: All material must be the most up-to-date you can find. Citation of the class lecture notes as a reference is not allowed

Common merits of health promotion programs including...

Information from similar successful programs How program fits into national or state health goals

DEVELOP A RATIONALE, SHOWING HOW YOUR PROGRAM HELPS THE ORGANIZATION MEET IT'S GOALS AND CARRY OUT IT'S MISSION

(see assignment for additional details on what is to be included)CREATING A RATIONALE TO SELL YOUR PROGRAM TITLE: A RATIONALE FOR...AT... AUTHORS NATIONAL LEVEL PROBLEM DATA (secondary data) LOCAL LEVEL PROBLEM DATA (secondary &/or primary), WHY IT NEEDS

TO BE DEALT WITH YOUR SOLUTION = NAME AND PURPOSE OF PROGRAM STATEMENT OF WHAT IS TO BE GAINED FROM THE PROGRAM.

BENEFITS ARE ONES WHICH THE DECISION MAKERS WILL SEE ARE IN LINE WITH THE INSTITUTION'S GOALS AND MISSION

EVIDENCE INDICATING THE PROGRAM IS LIKELY TO BE SUCCESSFUL (e.g., similar programs which are successful).

REFERENCES

Examples of concise rationale documents:1) Examples shown in class.2) Recreation facilities excerpt example follows:

How important is employee access to physical fitness and recreation facilities?

Regular physical activity can improve health and reduce the risk of premature death in the following ways: (1) Reduces the risk of developing coronary heart disease (CHD) and the risk of

dying from CHD Reduces the risk of stroke Reduces the risk of having a second heart attack in people who have already

had one heart attack


Unit 4 Rationale

Lowers both total blood cholesterol and triglycerides and increases high-density lipoproteins (HDL or the "good" cholesterol)

Lowers the risk of developing high blood pressure Helps reduce blood pressure in people who already have hypertension Lowers the risk of developing non-insulin-dependent (type 2) diabetes

mellitus Reduces the risk of developing colon cancer Helps people achieve and maintain a healthy body weight Helps build and maintain healthy bones, muscles, and joints Helps older adults become stronger and better able to move about without

falling or becoming excessively fatigued Is associated with fewer hospitalizations, physician visits, and medications (2)

This has obvious implications for the liabilities passed on to health insurance carriers. For this reason, many large private employers provide on-site gyms, or pay employees private club memberships. There is strong evidence that improving individual health status is associated with financial benefits for corporations (3). Effective work-site health promotion programs show a medical cost savings to program costs ratio of 1.18 (for high intensity programs) to 3.54 (for low intensity programs) (4). Low cost programs had the most effective return on medical expenditures, although the total benefit of the program was less than a high intensity program (4). A system of incentives, plus a less than 10 minute total travel time from work to fitness facility are parts of many wellness programs. Finally, research shows important psychological benefits of exercise. Physical activity reduces feelings of depression and anxiety, and promotes psychological well-being and reduces feelings of stress (2). These points apply not only to employees but to their dependents, whose health affects employee performance as well as institutional liabilities.

1. Center for Disease Control and Prevention (2003) Why should I be active?. Available:http://www.cdc.gov/nccdphp/dnpa/physical/importance/why.htm

2. Center for Disease Control and Prevention (2003) The Importance of Physical Activity. Available: http://www.cdc.gov/nccdphp/dnpa/physical/importance/index.htm

3. Edington DW, Yen LT, Witting P. The financial impact of changes in personal health practices. J Occup Environ Med. 1997 Nov;39(11):1037-46

4. University of Michigan Health Management Research Center (2002) Maintaining Healthy Companies: The basis for a serious business strategy. Available: http://www.umich.edu/~hmrc/researchslides.htm


PROGRAM RATIONALE ASSIGNMENTFirst, go back and review the lecture notes related to this assignment.You are to develop a 1 - 2 page (single spaced) rationale for your program that includes the following points in the order listed.

A RATIONALE FOR (fill in your program name here) AT (fill in workplace here)BY (fill in your names here)NATIONAL LEVEL PROBLEM DATA (use secondary data) (See links related to this assignment on the course web page.)LOCAL LEVEL PROBLEM DATA. You must include your primary data. Secondary local data (i.e., city, county, state) may not be available, but include it after the primary data if it is available (See links related to this assignment on the course web page.)

You need to include at least three high quality secondary sources per person in the project group. These total number of sources are distributed over the national and/or local level references. Additional references discussing previous similar successful programs (below) are also likely to be included. For this and all assignments in this course only high quality sources, as defined in the lecture notes Unit 6 – Rationale, are to be used.

This information must be such that you are convincing people why your program is important to run. It is not enough to say your health issue is important. It is not enough to cite basic facts on how many people suffer from the issue. Additionally, look for data on cost of suffering in tangable (e.g., $ spent on health care, lost time, premature death, etc.) and less tangible measures (e.g., discomfort, loss of options, etc.).NAME AND PURPOSE OF PROGRAM. (i.e. your solution)WHAT IS TO BE GAINED FROM THE PROGRAM.

Benefits are ones which the decision makers that run the worksite will see are in line with the institution's goals and mission.

EVIDENCE INDICATING THE PROGRAM IS LIKELY TO BE SUCCESSFUL. E.g., similar programs which are successful, use quantitative published data on success rates.REFERENCES.

Resources are to be cited in a list in a standard format (e.g., APA). Citation style manuals are in the reference section of the library. Do not invent your own method of citing references and assume it will be sufficient, this is especially true for citing internet sources. Information on APA citation of electronic information (e.g, web sites) can be found at a link on Dr. Chalmers’ home page.

Ensure that you use section headings (this is different from the examples in the text book). The headings must be the ones listed in capitals above. The text within each section must be concise, brief and direct, to allow you to convey the information needed in the space allowed and not waste your reader’s time or loose their interest. Writing in flowing paragraphs is not the most effective way to do this. The use of sentences combined with bullet lists and/or tables can be effective. Samples of rationales using this writing style will be shown in class. You are to assume that the workplace you are writing the rationale for is self insured for health care.


PROGRAM RATIONALE ASSIGNMENTGroup work suggested strategy: For this assignment it is important that all member of the group contribute approximately equally. One method to do this is that the group starts by dividing up the tasks needed to be completed, then assign the tasks equally across the group members, and sets due dates for each task to be completed by (some tasks occur later in the completion timeframe). So it is everyone’s responsibility to distribute the work across themselves and others, then an individual’s responsibility to complete work assigned to them. Then it will clear if someone is not contributing their agreed upon share, which should be communicated to Dr. Chalmers (e.g. by email or using individual feedback form submitted with assignment) when the assignment is submitted so he can take this into account when assigning individual grades for the group work.

You are to submit: You do not send a copy of this assignment to the workplace. Your program rationale The grading sheet for this assignment. Handwritten assignments are not accepted.


PROGRAM RATIONALE ASSIGNMENT GRADING

Names:___________________________________________________Site:___________________________________


Some Improvement NeededDone, but could be

improved in way(s) noted

WeakNot done, or

effectively not done

2 1 0

2 1 0 Comments

Title & authors

National level problem data (use secondary data).

National level problem data (use secondary data).

Local level problem data (use primary, plus secondary if the latter is available)

Your solution = name and purpose of program.

Statement of what is to be gained from the program.

Evidence indicating the program is likely to be successful (e.g., Similar programs which are successful).References (in required format). At least 3 high quality secondary sources per person, from the national and/or local level. Additional sources likely for prior programs.

1-2 pages long ____Grading sheet attached ____________ points deducted for errors in spelling, grammar, or other aspects of writing.

General Comments:


PROGRAM RATIONALE ASSIGNMENT GRADING






Unit 5 Mission, goals & objectives

MISSION STATEMENTDESCRIBES INTENT (& PHILOSOPHY) OF PROGRAMDoes not lead to one specific program, but can be broadly applied

See mission statements from table 6.1 pg 83 M&SSee PE & health dept missionSee St. Joseph hospital mission

THE MISSION OF YOUR HEALTH PROGRAM MUST FIT INTO THE MISSION OF THE HIGHER LEVELS OF THE ORGANIZATIONSee fig 6.1 pg 82 M&S

GOAL A LONG RANGE FUTURE EVENT(S) TO WHICH YOU ARE DIRECTED

Who will be affected.What will change as a result of the program.Multiple goals are possible.ONE of the directions you are specifically heading towards.

See sample goals: table 6.2 pg 83 M&S

OBJECTIVES MORE PRECISE AND SMALLER THAN GOALS LEAD TO REACHING GOALS STATE SPECIFIC CHANGES THAT THE PROGRAM IS EXPECTED TO BRING

ABOUT IN THE TARGET POPULATION ARE MEASURABLE, so can be used for evaluation. ARE DIRECTLY RELATED TO THE INTERVENTION YOU WILL BE DOING

THERE ARE MULTIPLE LEVELS OF OBJECTIVES FOR ANY ONE GOAL

Level of Objective

Example Objective

Administrative objectives

Activities presented and tasks completede.g., secure funding & space, assemble planning committee, deliver 5 lessons, distribute information to all employees

Learning objectives Change in awareness, knowledge, attitudes, and skillsI. Increase awareness

After reading the American Cancer Society’s brochure on skin cancer, all the employees will be able to identify their own risks for the disease.

II. Increase knowledge

On a written test, students will be asked to list with 100% accuracy the four major food groups.



III. Develop/Change attitudes

During a neighborhood meeting, residents will be able to talk about their views on the issue of the development of a new landfill.

IV. Develop health skills

After the class on recycling, participants will be able to accurately sort a bag of trash into the appropriate recyclable containers.

Action / Behavioral and Environmental objectives

Behavior adoption, change in environment

V. Action / Behavioral Adherence (e.g., following program), consumption (e.g., food intake), coping (e.g., behavior strategies), preventative actions (e.g., self checks – for the future), self-care (e.g., stopping activity when overexerted – for right now), utilization (e.g., seeing health care practioner).

VI. Environmental Desirable physical environment (e.g., air & water), social environment (e.g., social support), psychological environment (e.g., emotional support)

Program objectives Change in quality of life (QOL), health status, or risk, and social benefits

VII. Change in health status

The teachers participating in the school site wellness program will use 15% fewer sick days after the program than before it.

Each Objective Should Be: Realistic to the resources (time, money, space etc.) you have. Realistic to nature of people (e.g., will you have an objective that 100% of staff

will exercise?) Measurable, So You Can Do Program Evaluation. Not in violation of person rights or company principles.OUTCOME WHAT will change - verb e.g., demonstrate, reduce,

perform - see table 6.4 of M & S text. Must be measurable and observable action.

+TARGET WHO is the target population? e.g., all employees, 80% of

phone operators.+

CONDITIONS WHEN outcome will be observed. e.g., "Upon completion of class", "within one year".

+CRITERION HOW MUCH change will occur, what will be called a

success? e.g., 80% of staff will complete training, 75% correct answers on a knowledge test.

A WELL WRITTEN OBJECTIVE

Example in Box 6.1, M & S text



Level of Objective Example Objective Possible Evaluation

Administrative objectives

Learning objectives XXXXXXX

I. Increase awareness

II. Increase knowledge

III. Change attitudes

IV. Develop health skills

Action / Behavioral and

environmental objectives

XXXXXXX

V. Action / Behavioral

VI. Environmental

Program objectives XXXXXXX

VII. Change in health status


PROGRAM MISSION, GOALS AND OBJECTIVES ASSIGNMENTFirst, go back and review the lecture notes related to this assignment.Contact the site where you are doing your class project, and ask if they have an institutional mission statement or goals. If they do, obtain a copy. If they do not, write one for them based on what you see them doing. If you write one, use it for this assignment, but do not give it to the site.

Write a mission statement for your health promotion program. Your mission should fit within the mission of the target organization as a whole. Your mission should be broad enough that it does not lead only to your one planned program. Appropriate programs in addition to the specific one you are planning (e.g., for other health needs you identified in the “Needs Assessment of a Target Population Assignment”) can fall under the umbrella mission statement.

Write one goal for your health promotion program. You goal should address only "what" and "who" will be influenced by your program, and be more general than the objectives you develop next in the assignment. Keep in mind that the subsequent assignments will build on each other. So take time here to develop a good goal that you will realistically will want to apply to your worksite. Read through the subsequent assignments if you wish to see how this work will develop into the health promotion program you will ultimately deliver to your target worksite. Also note, the goal will most likely be bigger than you can completely achieve in the few weeks and limited contact time you have for this project. E.g., Goal = To improve the nutritional status of the workers at the Happy Home Daycare. At least some of the learning and behavioral & environmental objectives CAN be achieved within the time you have, and should, over a longer time, contribute to the program goal being reached. So a goal should not be small and should not be something that should really be a learning objective (e.g., An example of a poor program goal is – “to teach the staff at the daycare how to prepare five different low fat meals”).

Write three objectives for your one goal. One or two objectives must be within the categories of learning objectives, one or two must be within the categories of action/behavioral & environmental objectives (you can select which category to write two objectives for, and which to write one objective for). You will identify, for each objective, the type of objective, and the "what", "who", "when" and "how much" components of the objective.

When you write the "how much" part of each objective you are starting to include the evaluation component of your program. E.g., how much = "increase by 70% the number of people who can do a self-check for ticks" OR how much = " 70% of people will demonstrate how to do a self check for ticks". In the former case you would need to have pre and post-program data on number of people able to do the self check. In the latter case, you would need to have post-program data on number of people able to do the self check. Note: the “what” component of your objective must be measurable so that you can evaluate if you achieved that objective. You will likely not have this data, and we will not take the time to test/evaluate in this way for this project in this term. In an actual program this evaluation is essential. BUT, you should write your objectives as if


PROGRAM MISSION, GOALS AND OBJECTIVES ASSIGNMENTyou are able to carry out such evaluations, so you have practice planning for such evaluations. Do not be limited by what you can do this term.

To organize this report a template document has been prepared which can be downloaded from the KIN 435 web site. You must use this template when preparing this assignment. You write the whole objective, then cut it into pieces to identify the parts. When the parts are added together they should yield the whole objective as written. Download the form and fill in the blanks on the computer, then print and submit the document for your assignment. Do not print the form and fill in the blanks with hand writing.

Group work suggested strategy: For this assignment it is important that all member of the group contribute approximately equally. One method to do this is that the group starts by dividing up the tasks needed to be completed, then assign the tasks equally across the group members, and sets due dates for each task to be completed by (some tasks occur later in the completion timeframe). So it is everyone’s responsibility to distribute the work across themselves and others, then an individual’s responsibility to complete work assigned to them. Then it will clear if someone is not contributing their agreed upon share, which should be communicated to Dr. Chalmers (e.g. by email or using individual feedback form submitted with assignment) when the assignment is submitted so he can take this into account when assigning individual grades for the group work.

You are to submit: The mission or goal statement of your project site. If you needed to make up

a mission statement because they did not have one, then state that it is one you created.

Your mission, goal and objectives, using the downloaded form. The grading sheet for this assignment. Handwritten assignments are not accepted.

Do not send a copy of this assignment to the workplace.


PROGRAM MISSION, GOALS AND OBJECTIVES ASSIGNMENT GRADINGNames:___________________________________________________Site:___________________________________


it currently is


way(s) noted

WeakNot done, or effectively

not done2 1 0

2 1 0 CommentsSTUDENT MISSION STATEMENTDescribes intent (& philosophy) of program. Does not lead to one specific program, can be

applied to other programs in addition to the one planned. Fits into the mission of the higher levels of the

target organization.GOALA long range future event to which you are directed. Who will be affected. What will change as a result of the program.Objective 1Identify type of objective. What Who When How MuchObjective 2Identify type of objective What Who When How MuchObjective 3Identify type of objective. What Who When How Much

Grading sheet attached _______Mission of Worksite ____________ points deducted for errors in spelling, grammar, or other aspects of writing.

General Comments:

Name:_________________________________________


PROGRAM MISSION, GOALS AND OBJECTIVES ASSIGNMENT GRADINGMY CONTRIBUTION TO THIS ASSIGNMENT:I feel that I contributed to this assignment equally, with the contribution of my team members._____ YES ____ NO If “NO” is selected, do you feel you contributed ___ more or ___ less (check one) than some of your team members?CONTRIBUTION OF OTHER TEAM MEMBERS TO THIS ASSIGNMENT:I am concerned that a member of my group is not contributing equally, with the contributions of other team members. _____ YES ____ NO





Unit 6 Models & Methods of Interventions

THEORIES WHICH TRY TO EXPLAIN WHY PEOPLE ACT AS THEY DO

A MODEL USES A THEORY, OR A COMBINATION OF THEORIES, TO REPRESENT HOW THE THEORIES HELP EXPLAIN A CERTAIN SITUATION, SUCH AS HEALTH BEHAVIOR CHANGE.

HEALTH BELIEF MODEL (HBM)TRANSTHEORETICAL MODEL - STAGES OF CHANGE

See fig 7.6 pg 112 M&S HBM diagram

HBM:Actions depend upon: Belief that one is vulnerable to a serious health problem = perceived threat

Do we have realistic perceptions of threats to our health?

If people accurately predict the risks to their life, their predictions would lie on the line of identity (the straight line).Observe: People tend to:

Overestimate risks that are actually small (e.g., food poisoning, tornados).

Underestimate risks that are actually large (e.g., heart disease, stroke, diabetes).


Unit 6 Models & Methods of Interventions

e.g., Organic gardeners who get deep tans as they work in their gardens so they can avoid pesticide residue in foods.

(Note that it is a log scale, so deviations from line of identity at the high end of the scale are very large, and a much larger error in # deaths per year than a similar distance graphed at the low end of the axis) Therefore: a large part of your job will be to modify individual

perceptions so that a person has a correct perceived threat of a disease. How will you do this????

Belief that following a health recommendation would reduce the threat at an acceptable cost

Cost = money, time, convenience, discomfort, effort, etc. =perceived barriers

HBM applied to changing to a low fat diet to reduce heart disease risk.

TRANSTHEORETICAL MODEL - STAGES OF CHANGE MODEL

See table 7.2 pg 113 M&SSee fig 7.7 pg 114 M&S

not everyone is ready for the ACTION of change some are thinking about change - they need INFORMATION on how to

change some are not even thinking about change - they need cues to stimulate their

CONTEMPLATION

This justifies why it is important and valid to have program objective at multiple levels.

We don't just want to change people.We also want to provide knowledge on how to change.We also want to provide cues to get people thinking about changing.


Unit 7 Interventions

GENERAL DESIGN CONCEPTS FOR INTERVENTIONS: Multiple activities directed towards a single goal are generally more effective

than a single activity

Macro intervention Designed for a group, not an individual e.g., ?Versus

Micro intervention Designed for an individual e.g., ?

Interventions directly address goals and objectives of your program? Appropriate resources are available? Appropriate for your segmented target population?e.g., age, education, culture etc. Interventions comparable to previously successful ones?

TYPES OF INTERVENTION ACTIVITIES:1. Educational activities or methods.2. Behavior modification activities.3. Environmental change activities.4. Regulatory activities.5. Community advocacy activities.6. Organizational culture activities.7. Communication activities.8. Economic and other incentives.9. Health status evaluation activities.10. Social intervention activities.

1. Educational activities or methods.e.g., "Formal" education in courses, workshops, etc., like a university class

2. Behavior modification activities.Using stimulus - response theory to change behavior. e.g., what stimulates a person to light up a cigarette or open the fridge? How can the stimulus or the response be changed (Note: different from #8 using economic incentives/rewards to modify behavior)

3. Environmental change activities.e.g., changes in food options at work, providing exercise facilities &/or change rooms, giving out ergonomic computer accessories.

4. Regulatory activities.e.g., changing laws or company policy

5. Community advocacy activities.



6. Organizational culture activities.Culture = norms & traditions associated with a community of peopleCommunity = defined by divisions of:

Geographic Social Ethnic Workplace Classroom Etc.

7. Communication activities.Can contribute to:

Increase awareness. Increase knowledge. Change attitudes (e.g., about blood pressure, cancer screenings, and

the ills of smoking). Reinforce attitudes (e.g., about smoking in public places). Maintain interest (e.g., for those contemplating a behavior change). Provide cues for action. Demonstrate simple skills (e.g., self-screening)

Communication activities Can reach a lot of people at a low cost. Do not intrude on people's lives.

8. Economic and other incentives.Reinforcing/rewarding people when they do a desired activity.

9. Health status evaluation activities.Allow people to learn what their health status is.

self-tests (testicular or breast self exam) clinical tests (BP, cholesterol) health risk assessments

10. Social intervention activities.Use of support groups (e.g., diet groups, alcoholics anonymous)Buddy system

American Public Health Association & Center for Health Promotion & Disease prevention of CDC criteria:1. A health promotion program should address one or more risk factors that

are carefully defined, measurable, modifiable, and prevalent among the members of a chosen target group, factors that constitute a threat to the health status and the quality of life of target group members.

2. A health promotion program should reflect a consideration of the special characteristics, needs, and preferences of its target group(s).



3. Health promotion programs should include interventions that will clearly and effectively reduce a target risk factor and are appropriate for a particular setting.

4. A health promotion program should identify and implement interventions that make optimum use of the available resources.

5. From the outset, a health promotion program should be organized, planned, and implemented in such a way that its operation and effects can be evaluated.


PROGRAM INTERVENTION PLAN ASSIGNMENT

First, go back and review the lecture notes related to this assignment.For this assignment assume that the program you are planning for your worksite must fit within this course, you will have 7-10 days to run a program at your worksite.Plan which intervention categories you will use to conduct your program based on the information identified in the previous assignments (e.g., needs, mission, goals and objectives).

You are to address one each of the (1) learning and (2) action/behavioral & environmental objectives developed in the previous assignment with one intervention each.For each of the two objectives you will plan an intervention for:

State the objective (from the previous assignment) you are addressing. If the objective was not perfect when you submitted the previous assignment, ensure you modify and improve the objective before you use it here.

Give the name of the intervention category, using the ten categories discussed in lecture (see lecture notes), you will use to work on that objective. Remember, all interventions are not appropriate for all objectives.

Give a brief description of a specific intervention you may use in that intervention category.

Classify it as a Macro or Micro intervention. Briefly explain the relationship to the objective (i.e., why do you think it is

a good choice to use for that objective?)

Observe that you work from your objectives (developed in the previous assignment) for this assignment. You look first at an objective, decide what intervention category is appropriate to reach that objective, then describe that intervention.

Take care to write very realistic and feasible ideas, because you will be working from these ideas in the subsequent assignments, and likely ultimately presenting it to your worksite. If you wish, read ahead though the subsequent assignments to see how you will develop these initial ideas to present at the worksite. Also note the following restriction when you consider what you may ultimately present at your worksite. Due to legal restrictions regarding liability, it is required that the program you develop for your worksite does NOT involve counseling, touching or leading physical activities for your program recipients.

Keep in mind that you are planning two different interventions, one for the learning objective and one for the action/behavioral & environmental objective. Do not fall into the line of thinking that if you provide information for the learning objective, then the same material will adequately address the behavioral & environmental objective (i.e., the people will change their behavior as a result of what they have learned). Instead, consider the following example (and the one provided in the lecture notes on this topic).


PROGRAM INTERVENTION PLAN ASSIGNMENTPROGRAM GOAL: To decrease smoking rates in smoking employees at Bob's

Restaurant.LEARNING OBJECTIVE: Eighty percent of the smoking employees at Bob's

Restaurant will be able to state 3 health risks caused by smoking and 3 benefits of smoking cessation following the distribution of our Smoke Free program educational material.INTERVENTION: Communication activity - poster display in lunch room

describing risks of smoking and benefits of quitting (=helps them to learn facts).

BEHAVIORAL & ENVIRONMENTAL OBJECTIVE: Sixty percent of the smoking employees at Bob's Restaurant will be non smoking, at 12 months following the implementation of our Smoke Free program.INTERVENTION: Behavior modification activity - I will provide nicotine

gum to help people stop smoking (= helps them to change in behavior).To organize this report a template document has been prepared which can be

downloaded from the KIN 435 web site. You must use this template when preparing this assignment. Download the form and fill in the blanks on the computer, then print and submit the document for your assignment. Do not print the form and fill in the blanks with hand writing. Insert additional space within one answer blank if needed.PLUS…THINK AHEAD. As you are doing this assignment think head for how this material will lead to your intervention you will implement. This includes determining ways that your intervention will have many of the following characteristics:

Creative, fresh & fun. Not just a brochure or poster full of text to read, would you be excited and attracted to that? What will draw people to pay attention to your program?

Interactive Designed to promote and/or support participation in the desired behaviors. E.g., prizes or

other aspects included. Will have a lasting affect. Can you include an element that will last beyond the initial

delivery of the intervention, to cue or reinforce the people over the long term? (e.g., reminder cues or calendars that act after the term is over, peer contracts to support each other).

Group work suggested strategy: For this assignment it is important that all member of the group contribute approximately equally. One method to do this is that the group starts by dividing up the tasks needed to be completed, then assign the tasks equally across the group members, and sets due dates for each task to be completed by (some tasks occur later in the completion timeframe). So it is everyone’s responsibility to distribute the work across themselves and others, then an individual’s responsibility to complete work assigned to them. Then it will clear if someone is not contributing their agreed upon share, which should be communicated to Dr. Chalmers (e.g. by email or using individual feedback form submitted with assignment) when the assignment is submitted so he can take this into account when assigning individual grades for the group work.You are to submit: Your intervention plan, using the downloaded form.


PROGRAM INTERVENTION PLAN ASSIGNMENT The grading sheet for this assignment. Handwritten assignments are not accepted.


PROGRAM INTERVENTION PLAN ASSIGNMENT GRADING

Names:___________________________________________________Site:___________________________________


Some Improvement

Needed

Significant Improvement Needed

Done, but could be improved in way(s) noted

WeakNot done, or effectively not done

5 4 3 2 1 0Each intervention category discussed will be graded on the following points: Statement of objective (from previous assignment) the intervention

addresses. Use objective that is corrected following previous assignment, if needed.

Name of the intervention category, using the ten categories discussed in lecture.

Brief description of an intervention you may use in that category. Classified as a Macro or Micro intervention. Brief explanation of the relationship to the objective.

Program will show many of the following characteristics: Creative, fresh & fun. Not just a brochure or poster full of text to read, would you be excited

and attracted to that? What will draw people to pay attention to your program? Interactive Designed to promote and/or support participation in the desired behaviors. E.g., prizes or



5 4 3 2 1 0 Comments

For the learning program objective intervention

For the action/behavioral &/or environmental program objective intervention

Grading sheet attached ____________ points deducted for errors in spelling, grammar, or other aspects of writing.

General Comments:


PROGRAM INTERVENTION PLAN ASSIGNMENT GRADING






Unit 8 Resources

RESOURCES FOR YOUR PROGRAMQ: WHAT ARE SOME OF THE RESOURCES WE NEED TO RUN OUR

PROGRAMS?

Advantages & disadvantages of different people resource options.A) INTERNAL RESOURCES + POSITIVES:

- NEGATIVES:

B) PEERS+ POSITIVES:

- NEGATIVES:

C) EXTERNAL RESOURCES+ POSITIVES:

- NEGATIVES:

DEVELOP YOUR OWN MATERIALS+ ADVANTAGES:

- DISADVANTAGES:

See list OF COMMUNITY RESOURCES from appendix GSee list OF CANNED PROGRAMS from appendix H

USE A DEVELOPED PROGRAM + ADVANTAGES:

- DISADVANTAGES:


RESOURCES FOR AN INTERVENTION ACTIVITY ASSIGNMENT

First, go back and review the lecture notes related to this assignment.For this assignment, you are to prepare the resources for the materials needed for both the learning

and the behavior/environmental activities that you identified in the previous assignment. The activities must be ones that you can actually implement at the worksite, given the time and resources you have.

To collect resources, search the databases discussed in the Rationale unit and assignment. Remember, high quality information sources that are acceptable as information sources in this course were defined in the Rationale unit and assignment. “Resources” in this assignment also includes material needed that is not information in the literature (e.g., models, prizes etc.). Remember how the group budget works, before you plan expenses.

There must be at least 4 high quality, substantial references, per person in the group, but you may easily exceed this minimum. A 1-2 page sources is seldom a substantial piece of information (you may include up to 3 brief 1-2 page information brochures or fact sheets if needed). A maximum of 75% of your resources may be from web sites. Remember that the resources you are collecting are both information sources that you develop your own material from, as well as material developed by others, that you can incorporate into your intervention.

You should collect (and learn) sufficient information so that you feel knowledgeable and comfortable with the topic, confident that you can answer reasonable questions that people in your target population, or class members give to you, and confident that you have covered the breadth of subtopics in your area that is necessary.

Remember that the resources you are collecting may be both information sources that you develop your own material from, as well as material developed by others that you can incorporate in your intervention.

Before the submission of this assignment, by a time discussed in class, at least one of the group members is to meet with Dr. Chalmers with a draft resource list. This is to be organized according to key concepts/subtopics that you plan to cover, and the resources that contribute to each of those subtopics. One resource could be cited under two subtopic headings in this list, if it contributes to both. For example:

Learning Objective: Car Booster Seat Safety Information for Parents (fill in your detailed objective here)

Weight regulations for booster seat usage Source 1 Source 2

Selecting a booster seat Source 3 Source 2

Installing a booster seat Source 1 Source 4

Behaviour/Environmental Objective: Car Booster Seat Proper Installation (fill in your detailed objective here)

People who will inspect your booster seat after it is installed Person 1 Person 2


RESOURCES FOR AN INTERVENTION ACTIVITY ASSIGNMENTNote: it is common that the Learning objective will have multiple subtopics, but a Behaviour/Environmental Objective may have very few. Also, it is common that the Behaviour/Environmental Objective resources are not just journal articles or web sites providing information. Other forms of “resources” may be included as needed, e.g., a catalogue page or other ordering information for something you will order to distribute, sample contracts from a textbook, sample forms or calendars used in other programs, that you will modify to use in your program.

This outline is forming the basis for the organization of the content of the intervention you will deliver. It defines the content you plan to deliver.

For the submission for grading: Submit both the outline and related resources as described above (for evaluation of the range of subtopics you have planned, and the preparation for each of these), and a single listing of all of your references in which each reference is listed only once (for evaluation of the total number of references submitted).

Resources are to be cited in a list in APA format (Use name, title and year in the text of the assignment, not numbers alone).

PLUS…THINK AHEAD. As you are doing this assignment think head for how this material will lead to your intervention you will implement. This includes determining ways that your intervention will have many of the following characteristics:

Creative, fresh & fun. Not just a brochure or poster full of text to read, would you be excited and attracted to that? What will draw people to pay attention to your program?

Interactive Designed to promote and/or support participation in the desired behaviors. E.g., prizes or



Within this assignment you must provide sufficient information describing the interventions you have planned that Dr. Chalmers can understand what you have planned.In your projects you can not use copyrighted material that is other people's or company's property. If you do this in the future when you are employed, you will be fired, sued, etc. Some sources (e.g., AHA, CDC) encourage you to use their material. Others do not. This included figures and illustrations.Prior to submission:For this assignment you are required to check the draft of your assignment with Dr. Chalmers as you are preparing the material for submission for grading. See the course calendar for when this is due.

Group work suggested strategy: For this assignment it is important that all member of the group contribute approximately equally. One method to do this is that the group starts by dividing up the tasks needed to be completed, then assign the tasks equally across the group members, and sets due dates for each task to be completed by (some tasks occur later in the completion timeframe). So it is everyone’s responsibility to distribute the work across themselves and others, then an individual’s responsibility to complete work assigned to them. Then it will clear if someone is not contributing their agreed upon share, which


RESOURCES FOR AN INTERVENTION ACTIVITY ASSIGNMENTshould be communicated to Dr. Chalmers (e.g. by email or using individual feedback form submitted with assignment) when the assignment is submitted so he can take this into account when assigning individual grades for the group work.

You are to submit: Cover sheet with group names, worksite, goal, and specific objectives to be addressed by the

written material. Topic outline organized resources list, and the single listing of all your references. The grading sheet for this assignment. Handwritten assignments are not accepted.


RESOURCES FOR AN INTERVENTION ACTIVITY ASSIGNMENT GRADINGNames:___________________________________________________Site:___________________________________


Some Improvement

Needed

Significant Improvement Needed

Done, but could be improved in way(s) noted


5 4 3 2 1 0

5 4 3 2 1 0 Comments

Learning Objective: List the specific objective, subtopics planned, appropriate & ample resources for these topics

Action/Behaviour/Environmental Objective: List the specific objective, subtopics planned, appropriate & ample resources for these topics

Quantity of sources:At least 4 high quality, substantial references, per person (definition of high quality information sources is in the Rationale assignment). Maximum of 75% of your resources may be from web sites

Quality of sourcesUp-to-date: peer reviewed journal, a book by an authority, web site from a highly reputable institution

Resources are to be cited in a list in APA format (Use name, title and year in the text of the assignment, not numbers alone)

_____ points deducted for errors in spelling, grammar, or other aspects of writing._____ points deducted for not meeting deadline for review of draft.Maximum 75% web resources _____APA citation style used in reference list _________Grading sheet attached _______

General Comments:


RESOURCES FOR AN INTERVENTION ACTIVITY ASSIGNMENT GRADING






INTERVENTION ACTIVITY MATERIAL ASSIGNMENT

First, go back and review the lecture notes related to this assignment.For this assignment, you are to prepare an activity to deliver at the worksite, using the resources that were collected in the previous assignment. This activity may take any form that you think will be useful for your worksite, which is allowable within the constraints of the course2. Before you start work on this assignment at least one member of your group must meet with Dr. Chalmers to outline the format of the intervention you plan (e.g., written material such as poster, brochure, pay envelope enclosure; demonstration; lesson; incentive reward system; etc.). When preparing the material the reading level of written material for the general public must be prepared at the 6th grade level. If you feel that your target population can handle it, you may write at a higher level.

Take time to look at professionally prepared health material you can obtain (e.g., American Heart Association, American Cancer Society etc.). How do they address the issues listed in table 8.1, particularly style, organization, content, format, graphics and printing? Your goal is to have your material look professional and attract the audience to look at it (not like a typed list of facts).

The material you produce must have author identification information, similar to the following sample:

Prepared by Ima Viking, and Eager Student for Kinesiology 435, Worksite Health Promotion, at Western Washington University, May 2018

Also include a list of key references. A complete reference list, with in text citations is not needed for this target population. Instead, select approximately five key references that represent the quality of sources used, and may be useful ones for the readers to look to if they want to read more details on the topic. These key references could be listed under a heading such as “For Further Information”.

Prior to the submission of this assignment, by a time listed in the course calendar, at least one of the group members is to meet with Dr. Chalmers with a draft copy of the intervention. Content, layout, etc., will receive a preliminary evaluation, so that further revisions can be discussed and implemented before the assignment due date. The group is encouraged to meet with Dr. Chalmers before this time as well if they would like to discuss their ideas for content, layout, and delivery.

Remember, how will your intervention include many of the following characteristics: Creative, fresh & fun. Not just a brochure or poster full of text to read, would you be excited

and attracted to that? What will draw people to pay attention to your program? Interactive Designed to promote and/or support participation in the desired behaviors. E.g., prizes or



In your projects you can not use copyrighted material that is other people's or company's property. If you do this in the future when you are employed, you will be fired, sued, etc. Some sources (e.g., AHA, CDC) encourage you to use their material. Others do not. This included figures and illustrations.

2 The program you develop must not involve counseling, touching or leading physical activities.


INTERVENTION ACTIVITY MATERIAL ASSIGNMENTIf the material you prepare in this assignment is not of sufficient quality (i.e. you get a low grade), you will not be allowed to present it at your work site until it has been revised sufficiently. In addition, Dr. Chalmers will keep a copy of the material you produce for this assignment (and the worksite) so make an extra copy (copies). In cases where this is not possible, e.g., poster format, an alternative method of recording your work will be determined (e.g, photograph). You should also be keeping a copy (photo or printed) of your work to include in your dossier to prepare for job applications.

DO NOT DUPLICATE THE MULTIPLE COPIES OF THE MATERIALS FOR DISTRIBUTION UNTIL YOU HAVE YOUR EVALUATION OF THIS ASSIGNMENT BACK FROM DR. CHALMERS, IN CASE REVISIONS ARE NEEDED.

PRIZES DISTRIBUTED MUST EXACTLY MATCH THEIR DESCRIPTION IN THE MATERIALSGroup work suggested strategy: For this assignment it is important that all member of the group contribute approximately equally. One method to do this is that the group starts by dividing up the tasks needed to be completed, then assign the tasks equally across the group members, and sets due dates for each task to be completed by (some tasks occur later in the completion timeframe). So it is everyone’s responsibility to distribute the work across themselves and others, then an individual’s responsibility to complete work assigned to them. Then it will clear if someone is not contributing their agreed upon share, which should be communicated to Dr. Chalmers (e.g. by email or using individual feedback form submitted with assignment) when the assignment is submitted so he can take this into account when assigning individual grades for the group work.

You are to submit: Your intervention material, exactly as the target population will receive it.

Exceptions to the “exactly” can be discussed, e.g., bulky, color or perishable items can be represented by suitable substitutes.

The grading sheet for this assignment. Signature by all group members on the grading sheet to verify that all

materials included are created by yourselves, or are copyright free. Handwritten assignments are not accepted.


INTERVENTION ACTIVITY MATERIAL ASSIGNMENT GRADINGNames:____________________________________________________________________________Site:_______________________________________________________________________________All materials in project are created by us, or are copyright free. (all group members must sign)

Good Job well done. Can be used as it currently is

Some Improvement Needed Done, but could be improved in way(s) noted

Weak Not done, or effectively not done

2 1 0Preparation of material 2 1 0 Comments

Organization. Sequence or prioritize the message.

Content. Write using words and terms that are understandable to lay people. Use short sentences and paragraphs. Appropriate reading level.Format. Make it appealing to the eye, making sure the reader can identify the main points.Graphics. Graphics and illustrations should be positive and easy to understand, and should summarize the message.

Factual contentInformation delivered is correct.

Design & DeliveryCreative, fresh & fun. Not just a brochure or poster full of text to read, would you be excited and attracted to that? What will draw people to pay attention to your program?Designed to promote and/or support participation in the desired behaviors. E.g., prizes or other aspects included.Will have a lasting affect. Can you include an element that will last beyond the initial delivery of the intervention, to cue or reinforce the people over the long term?Grading sheet attached ____________ points deducted for not meeting deadline for review of draft._____ points deducted for errors in spelling, grammar, or other aspects of writing._____Intervention does NOT involve counseling, touching or leading physical activities._____ Author identification information_____ Key reference list

____Students may deliver this material to the target population after any revisions listed above have been made.

____Students may NOT deliver this material to the target population until it has been modified as suggested and resubmitted for evaluation. When the material is resubmitted, this grading sheet and the material that goes with it, with evaluation comments made on it, must be submitted with the revised version.

General Comments:


INTERVENTION ACTIVITY MATERIAL ASSIGNMENT GRADINGName:_________________________________________MY CONTRIBUTION TO THIS ASSIGNMENT:I feel that I contributed to this assignment equally, with the contribution of my team members._____ YES ____ NO If “NO” is selected, do you feel you contributed ___ more or ___ less (check one) than some of your team members?CONTRIBUTION OF OTHER TEAM MEMBERS TO THIS ASSIGNMENT:I am concerned that a member of my group is not contributing equally, with the contributions of other team members. _____ YES ____ NO





Unit 9 Marketing

MARKETING YOUR PROGRAM

Marketing =Offering benefits that an identified group of potential customers will pay a price for and be satisfied with.

5 steps in the marketing process:1. Using marketing research to determine the needs and desires of the

present and prospective clients from the target population.2. Developing a product that satisfies the needs and desires of the clients.3. Developing informative and persuasive communication flows between

those offering the program and the clients.4. Ensuring that the product is provided in the appropriate form, at the right

time and place, and at the best price.5. Keeping the clients satisfied and loyal after the exchange has taken place.

1) Using marketing research to determine the needs and desires of the present and prospective clients from the target population.

2) Developing a product that satisfies the needs and desires of the clients.Offering benefits that an identified group of potential customers will pay a price for and be satisfied with.

Benefits = the objectives and outcomes of our programGenerally non-tangible "products", such as ideas, knowledge or lifestyle,

related to improved health.Price = What the participant must put oute.g., time, money, effort.

Market Segmentation Identify the characteristics of your audience (i.e., location, age, sex, education

level, income, race, medical insurance status etc.) Develop programs to meet the specific needs and desires of your target

population

See OH of fig 11.3 pg 192 M&SSee OH of table 11.3 pg 194 M&S

3) Developing informative and persuasive communication flows between those offering the program and the clients.

4) Ensuring that the product is provided in the appropriate form, at the right time and place (i.e., where, when & how is it best to reach your target population?), and at the best price.

Product Price


Unit 9 Marketing

Placement Promotion

PRODUCTYour programThe best possible, given constraints of resources available

PRICEQ: What are some of the PRICES we must pay for participation in a health program?

Economic price considerations: Who are the clients? What is their ability to pay? Are copayers involved? Is the program covered under an insurance program? What is the mission of the planner’s agency? (non-profit or for-profit) What are competitors charging? What is the demand for the Program? Will people believe a free or low cost program is "worth" anything? If people have put some of their own money in, they may be more likely to

continue.RESULT: you set your price.

PLACEMENTWhere & when is the best place to offer your program?

PROMOTION / AdvertisingAttracting members of the target population to become involved in the program

See table 11.4 pg 198 M&S

What are some ways we can promote / advertise our programs?

5) Keeping the clients satisfied and loyal after the exchange has taken place.

What can we do to help people start and adhere to a health program?

What are some ways to externally motivate people to support behavior changes?


Unit 9 Marketing

SEE TABLE FROM PG 202-204 MCKENZIE & SMELTZER

SUGGESTIONS FOR USING INCENTIVES FREQUENT IN NATURE SMALL QUANTITIES TAILORED TO FIT SPECIFIC POPULATION USEFUL & MEANINGFUL GROUND RULES ARE FAIR, UNDERSTANDABLE, UNIFORMLY

FOLLOWED MAKE A BIG DEAL OF AWARDING INCENTIVE (ALWAYS?) USE INCENTIVE CONSISTENT WITH HEALTH PROMOTION

PHILOSOPHIES


PROGRAM MARKETING PLAN ASSIGNMENT

First, go back and review the lecture notes related to this assignment.Part A:Answer the following questions for the program you are preparing this term. What is the "price" of participating in your program to typical participants?

You must identify two “prices”. For each "price" the participant must pay list one thing you are doing in your program design to help reduce that "price" for the individual. HINT: if you think of the “price” in only the monetary sense, then go back and review the lecture notes and text on this topic.

Where will you place your program? How did you decide to place it this way?Part B:Create an advertisement for your program. HINT: do you think something boring, routine or words alone will grab the attention of your target population and will make them interested in looking at your material when it arrives? The advertisement must be implemented at the workplace at least three days before you deliver your product, but the marketing must be graded and passed before you take it to the worksite. The marketing material must have author identification information, similar to the following sample:

Prepared by Ima Viking, and Eager Student for Kinesiology 435, Worksite Health Promotion, at Western Washington University, May 2018

Group work suggested strategy: For this assignment it is important that all member of the group contribute approximately equally. One method to do this is that the group starts by dividing up the tasks needed to be completed, then assign the tasks equally across the group members, and sets due dates for each task to be completed by (some tasks occur later in the completion timeframe). So it is everyone’s responsibility to distribute the work across themselves and others, then an individual’s responsibility to complete work assigned to them. Then it will clear if someone is not contributing their agreed upon share, which should be communicated to Dr. Chalmers (e.g. by email or using individual feedback form submitted with assignment) when the assignment is submitted so he can take this into account when assigning individual grades for the group work.

You are to submit: The material requested in parts A & B above. The grading sheet for this assignment. Handwritten assignments are not accepted.


PROGRAM MARKETING PLAN ASSIGNMENT GRADINGNames:___________________________________________________Site:___________________________________


it currently is


way(s) noted


2 1 02 1 0 Comments

Part A:What is the "price" of your program to typical participants? For each list one thing you could do to help reduce that "price" for the individual.

Price 1

Price 2

Where will you place your program? How did you decide to place it this way?

Part B: Create an advertisement for your program.

Grading sheet attached ____________ points deducted for errors in spelling, grammar, or other aspects of writing._____ Author identification information

____Students may deliver this MARKETING material to the target population after any revisions listed above have been made.

____Students may not deliver this MARKETING material to the target population until it has been modified as suggested and resubmitted for evaluation.

General Comments:


PROGRAM MARKETING PLAN ASSIGNMENT GRADINGName:_________________________________________MY CONTRIBUTION TO THIS ASSIGNMENT:I feel that I contributed to this assignment equally, with the contribution of my team members._____ YES ____ NO If “NO” is selected, do you feel you contributed ___ more or ___ less (check one) than some of your team members?CONTRIBUTION OF OTHER TEAM MEMBERS TO THIS ASSIGNMENT:I am concerned that a member of my group is not contributing equally, with the contributions of other team members. _____ YES ____ NO





Unit 10 Program Evaluation

Steps to planning for evaluation within your health promotion program1) Determine who you need to provide information to, what they want to know.2) Establish criteria for information & timelines3) Determine sources of evaluation data.4) Determine design of the data collection5) Determine data collection procedures & times6) Analyze data 7) Communicate results8) Use results

1) Determine who you need to provide information to, and what they want to know.

Summative evaluation= evaluation at the conclusion of program

Formative evaluation (process eval)= evaluation during instruction

2) Establish criteria for information & timelines

2) Establish criteria for information & timelinesSUMMATIVE EVALUATION:

2) Establish criteria for information & timelinesFORMATIVE EVALUATION:

3) Determine sources of evaluation data.

4) Determine the design of the data collectionTerrible way to collect information on program.

Improved way to collect information?


Unit 10 Program Evaluation

Better experimental design

5) Determine data collection procedures & times Actually write out the forms used to collect the data (e.g., observation sheets,

test questions) Who will be responsible for recording information Select use of established psychological or physiological tests Test in program time, or sent out to participants? Schedule observation of participants Collect information from family members

6) Analyze data

7) Communicate results, to whom?

8) Use results to... justify the program = support repeat of program? modify program & repeat? new program? cancel further programs?

Your evaluation MUST be directly linked to your OBJECTIVESOBJECTIVES

STATE SPECIFIC CHANGES THAT THE PROGRAM IS EXPECTED TO BRING ABOUT

ARE MEASURABLE, so can be used for evaluation


PROGRAM EVALUATION ASSIGNMENT

First, go back and review the lecture notes related to this assignment.When you submitted the “Mission, Goals & Objectives” assignment your objectives included a "what" would be measured. The “what” aspect of the objective may be not have been clearly defined to specify exactly “what” will be measured. For example, an objective that said the “what” = stress levels will be reduced if an objective, but the way in which stress levels would actually be assessed to produce stress level data, to prove the program decreased stress levels, was not specified. This is a vague objective that says you’ll measure something, but does not say specifically how it will be measured so evaluation can take place. The goal of this assignment is to ensure we can write very good objectives, which include a clear definition of how we will do measurements to evaluate program effectiveness. This assignment also includes evaluation of more than just your outcome objectives.For the assignment:Part A: From your program goal that you wrote for the "Program mission, goals and objectives assignment" write one learning objective and one action/behavioral &/or environmental objective. Note that in the "Program mission, goals and objectives assignment" you already wrote at least one learning objective and at least one action/behavioral &/or environmental objective. You should reuse those objectives within this assignment (improve them if they were commented upon when that assignment was graded). The “who”, “when”, and “how much” aspects of the objective will be well defined by you. When you write these two objectives for this assignment you must be very specific as to exactly how you will measure the "what" component of the objective, which is an addition to the previous objectives. For example, if needed, what test will you use to measure something (provide a reference for the measurement technique) how will you observed behavior, how will you ask employees to self-report behavior etc.?Part B: How you will evaluate if there are any non planned effects of program?Part C: Describe sufficient detail two formative evaluations you will use while running your program. What, how, when and where will you measure?NOTE: This is the one assignment we do that you will not actually be carrying out at the worksite. The lecture on this material comes too late for you to carry out evaluation before and during your program. This assignment, however, is to be completed as if you are in the early stages of program planning, and are planning for evaluation to be included in your program.

Group work suggested strategy: For this assignment it is important that all member of the group contribute approximately equally. One method to do this is that the group starts by dividing up the tasks needed to be completed, then assign the tasks equally across the group members, and sets due dates for each task to be completed by (some tasks occur later in the completion timeframe). So it is everyone’s responsibility to distribute the work across themselves and


PROGRAM EVALUATION ASSIGNMENTothers, then an individual’s responsibility to complete work assigned to them. Then it will clear if someone is not contributing their agreed upon share, which should be communicated to Dr. Chalmers (e.g. by email or using individual feedback form submitted with assignment) when the assignment is submitted so he can take this into account when assigning individual grades for the group work.

You are to submit: The learning, and action/behavioral &/or environmental objectives. The description for evaluating if there are any non-planned effects of

program. The two formative evaluations. The grading sheet for this assignment. Handwritten assignments are not accepted.


PROGRAM EVALUATION ASSIGNMENT GRADINGKIN 435 ASSIGNMENT GRADING FORMPROGRAM EVALUATION PLANNAMES:Site:

GoodJob well done. Can be used as it

currently is


noted


done2 1 0

What, who, when, how much aspects of the objective are well defined. “What” aspect

of the objective must now be very well defined to specify exactly how “what” will

be measured

2 1 0 Comments

Part A:Learning objective.

Behavioral &/or environmental objective.

Part B: How you will evaluate if there are any non-planned effects of program?Part C: Formative evaluation #1.What, how, when and where you will measure.Formative evaluation #2What, how, when and where you will measure.Grading sheet attached ____________ points deducted for errors in spelling, grammar, or other aspects of writing.

General Comments:


PROGRAM EVALUATION ASSIGNMENT GRADINGName:_________________________________________MY CONTRIBUTION TO THIS ASSIGNMENT:I feel that I contributed to this assignment equally, with the contribution of my team members._____ YES ____ NO If “NO” is selected, do you feel you contributed ___ more or ___ less (check one) than some of your team members?CONTRIBUTION OF OTHER TEAM MEMBERS TO THIS ASSIGNMENT:I am concerned that a member of my group is not contributing equally, with the contributions of other team members. _____ YES ____ NO





Excel Lesson

GOAL: This lab lesson and assignment is intended to give you basic skills in using excel to perform calculations, such as found in a budget and graph the numbers. The in-class excel lesson and assignment will follow these steps:1) Together we will construct a small budget spreadsheet, listed as "class demo spreadsheet" below. Dr. Chalmers will demonstrate each step, and students will carry out each step to build their own spreadsheet. 2) Each project team of students will then construct the larger assignment spreadsheet and graphs, listed as "class assignment spreadsheet". Poll the class at his point to determine who can already do the assignment, and who needs to learn these excel skills. Note that these skills will be evaluated in all students in the excel quiz. Students who already have these skills do not need to sit though the lab demonstration, and can proceed directly to the completion of the assignment. We can select to go over in the lab over the specific skills the students are lacking.


Excel Lesson

First Tab “EXPENSES”:

NOTE: Show how to adjust intervals of scale markers on vertical axis, BUT DO NOT FIX THE MAXIMUM VALUE (to allow for ranges of data you do not have now, but may occur).


Excel Lesson

Have students copy following table from word document to excel to save time in class by avoiding typing these values in (sum functions and conditional formatting must be added)

HEALTHY BACK PROGRAM BUDGETEXPENSES

Jan-March April-June July-Sept Oct-Dec YEARLY1st Quarter

2nd Quarter

3rd Quarter

4th Quarter TOTAL EXPENSES

Staff $1,000 $1,500 $2,500 $2,500Supplie

s $1,000 $750 $400 $300Travel $300 $400 $1,800 $500

Facilities $300 $300 $250 $100

TOTAL(Note required conditional formatting bars)

Second Tab “REVENUE”: (Have students copy following table from word document to excel to save time in class by avoiding typing these values in (sum functions and conditional formatting must be added)

HEALTHY BACK PROGRAM BUDGETREVENUE


2nd Quarter

3rd Quarter

4th Quarter TOTAL REVENUE

User Fees $750 $925 $1,550 $1,885 $5,110Donations $800 $750 $980 $1,200 $3,730

Speaker Fees $400 $475 $1,250 $950 $3,075

TOTAL $1,950 $2,150 $3,780 $4,035 $11,915Goal: quarterly revenue > $2,500(Conditional Formatting)


Excel Lesson

Jan-March; 1950; 16%

April-June; 2150; 18%

July-Sept; 3780; 32%

Oct-Dec; 4035; 34%

REVENUE


Excel Lesson

Third Tab “BUDGET BALANCE”:HEALTHY BACK PROGRAM BUDGETBUDGET BALANCE


2nd Quarter

3rd Quarter


Total Expenses $2,600 $2,950 $4,950 $3,400 $13,900

Total Revenue $1,950 $2,150 $3,780 $4,035 $11,915BALANCE ($650) ($800) ($1,170) $635 ($1,985)

Have students copy following table from word document to excel to save time in class by avoiding typing these values in (sum functions and conditional formatting must be added


2nd Quarter

3rd Quarter


Total Expenses

Total RevenueBALANCE


EXCEL BUDGET ASSIGNMENT

The assignment is to be done in the project teams you use in other parts of the course. The spreadsheet cells are to have the same layout and formatting as shown below. The graphs must display the same data with the same format and graph features, although minor changes in layout (e.g., fill patterns selected to represent a particular group do not need to match with the sample).Group work suggested strategy: For this assignment it is important that all member of the group contribute approximately equally. One method to do this is that the group starts by dividing up the tasks needed to be completed, then assign the tasks equally across the group members, and sets due dates for each task to be completed by (some tasks occur later in the completion timeframe). So it is everyone’s responsibility to distribute the work across themselves and others, then an individual’s responsibility to complete work assigned to them. Then it will clear if someone is not contributing their agreed upon share, which should be communicated to Dr. Chalmers (e.g. by email or using individual feedback form submitted with assignment) when the assignment is submitted so he can take this into account when assigning individual grades for the group work.

You are to submit: The excel file you used in the assignment. In this excel file it will be

checked that you used the SUM function to generate column and row totals, that the data in the “Total Expenses” and “Total Revenue” rows are functions that draw the numbers from the Expenses and Revenue tab pages, and that changing a single value in the data table results in a recalculation of totals, and a re-plotting of graph values. See the grading sheet for what the excel sheet will be graded for. The excel file is to be submitted to Dr. Chalmers as an attachment to an email message. The message must have the subject line “KIN 435 excel assignment”, the text area must have the names of all the group members. The due date is in the course calendar.

A printed copy of the all three pages of the excel file submitted via email.

A grading sheet for the assignment.Note: this is a group assignment; it is NOT to be done individually.



CLASS ASSIGNMENT SPREADSHEETFirst Tab “INCOME”:

Second Tab “EXPENSES”:NUTRITION AWARENESS PROGRAM BUDGET, First Quarter

EXPENSESJanuary

February

March

Quarter Totals

Staff Joan $0 $0 $500 $500Ron $0 $0 $0 $0

Educational Books

$1,200 $300 $100 $1,600

Materials Teaching guides $800 $200 $100 $1,100Supplies phone $50 $50 $50 $150

copying $155 $95 $75 $325misc $125 $185 $85 $395

Travel Conference fees $900 $0 $0 $900travel costs $150 $150 $300 $600

Total$3,38

0 $980$1,2

10 $5,570Note: months in which expenses exceed $1500 are highlighted


EXCEL BUDGET ASSIGNMENTin yellow cell fill and bold font using conditional formatting

January February March$0

$50

$100

$150

$200

$50 $50 $50

$155

$95 $75

$125

$185

$85

Expenses

phonecopyingmisc

Third Tab “BUDGET BALANCE”:

NUTRITION AWARENESS PROGRAM BUDGET, First Quarter

Budget BalanceJanuary

February

March

Quarter Totals

Total Income$3,60

0 $2,400$1,1

00 $7,100

Total Expenses$3,38

0 $980$1,2

10 $5,570Balance $220 $1,420 $110 $1,530

Note: months in which expenses exceed income aremarked in red background and black font

January February March

($500)

$0

$500

$1,000

$1,500

$2,000

$220

$1,420

($110)

Budget Balance



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Names: ______________________________________________________


EXCEL BUDGET ASSIGNMENTGood

Job well done. Can be used as it currently is


noted


2 1 0

INCOME TAB 2 1 0 CommentsProper row & column labelsUse of lines to organize & separate sectionsCorrect values entered & totalsUSE OF FORMULAE TO CALCULATE TOTALSCONDITIONAL FORMATTING BARS OF TOTALS ACROSS 3 MONTHSPie ChartLabel on whole graphCorrect section labelsAppropriate font sizesAppropriate shading in sectionsCorrect valuesEXPENSES TABProper row & column labelsUse of lines to organize & separate sectionsCorrect values entered & totalsUSE OF FORMULAE TO CALCULATE TOTALSCONDITIONAL FORMATTING FOR EXPENSES > $1500 /MONTHMulti Column graphLabel on whole graph & X-axis section labelsAppropriate font sizesLegendScale and unit steps on Y-axis correctGray shading in columns consistent within expense across months, and different across expensesCorrect valuesValue labels on columnsBUDGET BALANCE TABProper row & column labelsUse of lines to organize & separate sectionsCorrect values entered & totalsUSE OF FORMULAE TO CALCULATE TOTALSCONDITIONAL FORMATTING OF BALANCE TOTALS TO SHOW POSITIVE OR NEGATIVEFORMULAE USED TO OBTAIN TOTAL VALUES FROM FIRST AND SECOND TABSColumn graphLabel on whole graph & X-axis section labelsAppropriate font sizesScale and unit steps on Y-axis correctCorrect valuesValue labels on columns



Grading sheet attached _______Both the printed word document and the excel file submitted for evaluation of this assignment.____

_____ points deducted for errors in spelling.

_____ points deducted for other errors.

General Comments:








CLASS PRESENTATION ASSIGNMENTYou will present a brief outline of your program. In keeping with our course theme of having this course model actual procedures you may follow if working as a health promotion staff member for a corporation, keep the following in mind. In many worksites you will need to make an end of project summary to your supervisor. Based on this report you make, plus other factors, the supervisor will decide if the program is to be funded the next year (i.e. if you will have a job). Therefore, this presentation is very important, and you must be well prepared for it.

Topics to cover in your presentation: Your worksite & target population Needs assessment, very brief methods & brief KEY results Your mission statement Your resources utilized – include a description of what were the best ways for

you to find your resources (so we can learn methods and archives of information that others know about).

Your actual intervention activity delivered Your marketing Important aspects of your implementation Successes, roadblocks, etc. What have you learned from your experience so

that the program will run even better next year. How will it be improved?

Time limit: The target time is 10 minutes. Presentations between 8-12 minutes will receive full marks in the time category of the grading

REMEMBER: You are making a professional presentation to your boss / supervisor. You want to be prepared, organized & professional. Hints: Prepare clear concise visual aids. Standing & reading material is

unacceptable, and overly detailed, confusing or lack of visual aids is very poor.

Prepare your presentation to cover the required topics listed above. Practice your presentation to ensure it goes smoothly, and is not excessively

under time, or over time at all. You will be given a one minute warning when you reach the time limit.

All members of the group MUST participate equally in the presentation. All members of the team will be penalized for inequality in presentation contribution.

In class, you will be shown how to find copyright free graphics on the web to use in your projects.

Group work suggested strategy: For this assignment it is important that all member of the group contribute approximately equally. One method to do this is that the group starts by dividing up the tasks needed to be completed, then assign the tasks equally across the group members, and sets due dates for each task to be completed by (some tasks occur later in the completion timeframe). So it is everyone’s responsibility to distribute the work across themselves and others, then an individual’s responsibility to complete work assigned to them.


CLASS PRESENTATION ASSIGNMENTThen it will clear if someone is not contributing their agreed upon share, which should be communicated to Dr. Chalmers (e.g. by email or using individual feedback form submitted with assignment) when the assignment is submitted so he can take this into account when assigning individual grades for the group work.

Required additional submission with the presentation:1. Copy of thanks letter sent to site host (& donors if any).2. A digital photograph of all or some of the group members delivering the

material at the site emailed to Dr. Chalmers3. Copy of intervention materials distributed to the target population to take

home.4. Evidence that incentive prizes, if included in program, have been distributed.


CLASS PRESENTATION ASSIGNMENT GRADINGNames: ___________________________________________________________

Site Name: _________________________________________________________Good

Job well done. Can be used as it currently is


way(s) noted


done2 1 0

FACTUAL CONTENT 2 1 0 Comments

Site & Target population

Needs assessment, methods & results

Mission statement

Resources utilized

Description of intervention activity delivered

Marketing

Implementation

Success, roadblocks, etc. What have you learned from your experience so that the program will run even better next year. How will it be improved?

PRESENTATION STYLEVOICE. Clear, good speed, audible from back of room.Clear concise overheads. Standing & reading material is unacceptable, and overly detailed, confusing or lack of visual aids is very poor.Presentation goes smoothly.

All members of the group MUST participate equally in the presentation. All members of the team will be penalized for inequality in presentation contribution.TIME: 8-12 min = 2; 7-8 min or 12-13 min = 1; < 7 min or > 13 min = 0Grading sheet given to Dr. Chalmers just before presentation _______Required additional submission with the presentation:

1. Copy of thanks letter sent to site host (& donors if any).2. A digital photograph of all or some of the group members delivering the

material at the site emailed to Dr. Chalmers3. Copy of intervention materials distributed to the target population to take

home.4. Evidence that incentive prizes, if included in program, have been

distributed as described.General Comments:


CLASS PRESENTATION ASSIGNMENT GRADING






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