Monitoring plan for your program or policy

While designing a monitoring plan for your program or policy, if you discovered that different techniques for monitoring the implementation of the program or policy produced conflicting results, how would you reach an effective monitoring plan?

Consider that the observation data monitoring technique suggests that, on average, staff members spend 1 hour per week on teaching life-skills to clients as the program intended, but the service record data monitoring technique suggests that staff spends 15 minutes on average teaching life-skills to clients, against the program’s intentions. What do you think could account for the discrepancy between different monitoring techniques?

Discussion Part II

Among the different observational data collection techniques—narrative, data, and structured rating scheme, which technique do you consider to be the strongest approach? Which technique do you think is the weakest? Explain your rationale.

Is it advisable to combine two or more observational data collection techniques? Are there any advantages to combining techniques? Are there any disadvantages to combining techniques? Discuss.

Sample Solution

A monitoring and evaluation (M&E) enables one to track and assess the results of interventions throughout the life of a program. It is a living document that should be referred to and updated on a regular basis. While the specifics of each program’s M&E plan will look different, they should all follow the same basic structure and include the same key elements.An M&E plan will include some documents that may have been created during the program planning process, and some that will need to be created new. For example, elements such as the logic model/logical framework, theory of change, and monitoring indicators may have already been developed with input from key stakeholders and/or the program donor.

y another toddler in a calm, controlled way, whereas Lee, who is five months younger, reacts very differently when another boy pushes him on the floor.

Charlie says ‘I don’t like it Jonathan’ followed by ‘stop’. Interestingly Jonathan hasn’t made Charlie cry and she isn’t asking for any help. She is trying to deal with it herself and she isn’t retaliating by hitting back
(Rose, 2016: 23/30).

Lee bursts into tears and runs to one of the teachers…She picks him up and gives him a cuddle…the teacher carries Lee over to Oscar and tells him that he hurt Lee…Oscar strokes his head and Lee runs off, happy
(Rose, 2016: 4/30).

What experiences have Lee and Charlie had with their primary caregiver that makes them deal with conflict in very different ways? Stern proposes four “domains of relatedness” (1985: 31-32) that assist in the formation of the sense of self. These are not phases of development but interrelated layers emerging over the first two years, complimenting one another (ibid.). The first domain, the emergent self, lasts until the second month. This is like an awakening, a realisation that ‘I am alive’ and with that comes a gradual awareness of the world through lived experiences (1985: 37 – 38).

Next is the domain of the core self and experiencing for the first time what it’s like interacting with another individual who’s able to regulate our physiological needs. The mother might be making funny faces when her baby smiles, soothing when it starts to fret or talking to it when it shows interest in a toy or her breast (Stern, 1985: 100 – 102). The infant learns to symbolise these interactions turning them into “lived episodes” that can be recalled when necessary (1985: 110). Stern calls these “Representations of Interactions that have been Generalised” (1985: 97).

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