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MEASUREMENT OF IMPACT OF INFORMATION
DISSEMINATION EXERCISES



Most CBR programmes have many subjects to be disseminated in the course of their routine work. They include subjects like information about the programme, issues related to prevention, awareness building, rights of disabled persons, services available for disabled persons and so on. Such information is often disseminated in a random manner using handouts, newsletters and other audio-visual methods, without planning or periodic monitoring.

The information dissemination process can be made more effective if sound planning precedes the process, and if there is regular monitoring. Dissemination is a process that has measurable components and leads to planned results. In most cases, dissemination can be concretely measured. However, the time frame for measurement may require a prolonged period depending upon the exact nature of the desired impact. Many times, the evaluation of dissemination never goes beyond counting of numbers of pieces of paper, numbers of contacts, or numbers of responses received. This is because the counts are the easiest to carry out. Even though counts can provide some valuable information, the measure of impact on intended audiences requires a broader analysis than simple counting exercises. No matter how good a dissemination effort may be, it can still be improved. Dissemination plans frequently differ from project to project. Utilisation of the information disseminated should be the goal of the dissemination strategy. How to achieve this depends on the topics to be disseminated, the identified target audiences, the environment, and the availability of funds.

Effectiveness of dissemination programmes depends on the following factors.

  1. The knowledge about the potential users of the information.
  2. The capability of the organisation as an information source responsible for creating new products, and conducting dissemination activities.
  3. The content of the message that is disseminated, such as the new knowledge disseminated through the message.
  4. The medium of the message or the ways in which the product is described, "packaged," and transmitted.
  5. The context for maximum utilisation of the message, that is, the environmental, personal, and other supports needed to use the information available through the message.

Questions to be answered while planning a dissemination strategy

  1. Does the design clearly define intended groups of 'users' of the project?
  2. Does the design include specific dissemination activities targeting user groups?
  3. Has a representative sample of the intended user groups been meaningfully involved in planning, implementing, and evaluating the project's activities?
  4. Do you have needs assessment data that identifies the extent of readiness of intended user groups to utilise information from the message?
  5. Is the dissemination strategy directly targeted to intended users?
  6. Are the intended user groups known to the project well enough that the project can describe their dissemination-related characteristics such as: average reading/comprehension level, dominant language, and level/extent of desired information?
  7. Have the user groups been sampled regarding their satisfaction with the communication style, content of message, and accessibility of previous messages?
  8. Does the project design clearly describe measurable outcomes to assess utilisation by user groups?
  9. Is the project perceived by user groups in the past as an active information dissemination resource?
  10. Are the project staff perceived by users as highly knowledgeable resources in the subject to be disseminated?
  11. Is the project collaborating with a nationally recognised association, organisation, institution of higher education, or other entity in the scientific community?
  12. Is the project collaborating with other organisations that are equally or more highly visible or interactive with the project's intended user groups?
  13. Does the project annually evaluate the impact of the dissemination activities in terms of both process and outcome measures?
  14. Does the project provide periodic feedback to the user groups regarding the dissemination-related evaluation data?
  15. Does the project measure the cost-effectiveness of the various dissemination strategies used?
  16. Do users frequently contact the project for information in the subject area?
  17. Does the project use past evaluation data to guide new plans for dissemination?
  18. Does the content of disseminated information match the expressed informational needs of the intended user groups?
  19. Is the content of information disseminated reviewed through a quality control mechanism to assure accuracy and relevance?
  20. Is the project information available in languages that are dominant among the intended user groups?
  21. Do messages include "real world" examples and illustrations to communicate to non-technical user groups?
  22. Does the project fulfil requests for information through multiple means, for example, telephone, fax, mail, e-mail, and other modes upon request?
  23. Are you providing information to users through channels (visual, auditory, etc.) they are known to prefer?
  24. Is the information disseminated through existing networks, communication channels, associations/organisations, meetings/conferences, and other venues?
  25. Does the project design clearly describe dissemination goals and strategies?
  26. Does the project periodically sample recipients of information to determine their perceptions and the extent to which they may have recommended the messages to others?
  27. Does the project conduct personal follow-up with users to assess how useful the messages were and how easily they could be applied?
  28. Do the project staff that engage in discussions with user groups have both technical knowledge and effective communication skills?

WITH A LITTLE BIT OF HELP
... A TEACHING KIT FOR EARLY LANGUAGE LEARNING DISORDERS

This is a joint publication of UNICEF and All India Institute of Speech and Hearing, Mysore, meant for special educators, speech language therapists, second language teachers and parents. It is available in 9 Indian languages.

Available from: Books for Change, 28 Castle Street, Ashoknagar, Bangalore - 560 025. Ph: (080)5098434, 5098240, Fax: (080)5586284

Maya Thomas and MJ Thomas
Compiled by
Address: J-124, Usha's apts, 16th Main, 4th Block,
Jayanagar, Bangalore - 560 011, India
Tel and Fax: 91-80-6633762.
Email: thomasmaya@hotmail.com



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Friday Meeting Transactions
Associate Publication of Asia Pacific Disability Rehabilitation Journal
Vol.1 No.2 1999

Editor:
Dr. Maya Thomas
J-124, Ushas Apts, 16th Main, 4th Block, Jayanagar, Bangalore - 560 011, India
Tel and fax: 91-80-6633762
Email: thomasmaya@hotmail.com

Printed at:
National Printing Press
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Tel: 080-5710658