TOP assumes that program development and program evaluation reflect the same seven levels. In program development, you start at the top level on the left-hand side and work down. In assessing program performance, you start at the bottom level on the right-hand side and work up.

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Introduction to the Hierarchy


Dr. Claude Bennett
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Text version of Dr. Claude Bennett's video.

Kay Rockwell and I have been testing TOP since 1994. We designed TOP to show the linkages between program development and program performance. TOP is an outgrowth of my 1975 evaluation hierarchy. The hierarchy has been used widely to evaluate extension programs.

TOP assumes that most information, education, and training programs can be represented by the two-sided, seven-level hierarchy. Program development is depicted by descending the model on the left-hand side; program performance is depicted by ascending the model on the right-hand side.

First, let's focus on the program development process. One first identifies social, economic, and environmental conditions that need improving. Improving these social, economic, and environmental conditions, or SEE conditions, constitutes the highest aim of educational programs. So, SEE conditions are at the top of the "programming staircase."

In order to improve the identified SEE condition(s), individuals and groups must use practices that improve the conditions. Therefore, in program planning, you target the specific practice use that is necessary to achieve the targeted social, economic, and environmental condition(s).

You then focus on the KASA required to achieve the practice changes that have been targeted. Practices change as people increase their knowledge, modify their attitudes, improve their skills, and raise their aspirations, and then apply these KASAs changes in their own living and working situations.

Program participants change their KASAs through participating in program activities. So, one next targets the types of reactions needed to ensure sufficient participation in activities that promote the desired KASAs. Finally, resources that support the implementation of the program activities are identified and acquired.

Now, let's focus on the process of program performance. Designated resources are spent to conduct the targeted program activities and obtain the necessary participation. Participants' reactions affect the extent of their participation in the activities.

Positive reactions help program participants acquire the targeted KASAs, that is, knowledge, attitudes, skills, and aspirations. The greater their interest and involvement in the activities, the more likely participants are to acquire the targeted KASAs.

As participants apply new KASAs to their working and living behaviors, they adopt the targeted practices. As participants use these practices, they help change the SEE conditions which were targeted. These social, economic, and environmental outcomes affect both the program participants and the general public. SEE outcomes are placed highest in the "programming staircase" because they are end results expected from the educational programming.

Like other models, the hierarchy oversimplifies reality. Such simplification is necessary to provide user friendly constructs for viewing programming. The actual sequence of events in programming does not always proceed in accordance with the hierarchy. For example, participants' reactions may occur prior to and during activities. Also, practices may change before attitude or knowledge change.

A strength of TOP is that it helps integrate educational program development and program evaluation; educators can use the same concepts in program development as they do in program evaluation. These concepts contribute as one designs and develops programs. And, these same concepts guide the evaluation of a program's performance.

The hierarchy can be used as a "single agency" programming guide as well as an "interagency" programming guide. The Introduction of TOP identified nine steps educators may use to focus programming on a strategic need or issue area. These nine steps promote interdisciplinary and interagency programming where there are mutual dependencies between educational programs and other types of programs such as research, formal education, technical assistance, financial assistance, regulation, etc.

Applying these basic concepts outlined in TOP's framework are further discussed in other sections in this Web site.

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The Hierarchy's Seven Levels Have Unique Characteristics

Level 1: SEE represents Social, Economic, and, Environmental conditions (or situations) that may need improvement. Social, Economic, and Environmental outcomes are the end results or benefits from programs targeted toward SEE conditions. These outcomes may represent public or private benefits. Social, Economic, and Environmental needs decrease as they are prevented, checked, reduced, or solved by the use of recommended practices (or behaviors).
Level 2: Practices are patterns of behaviors, procedures, or actions that influence SEE condition. Through educational programs, individuals, groups, organizations, and communities adopt practices and technologies that achieve needed SEE outcomes. These practices are adopted as program participants apply relevant knowledge, attitudes, skills, and aspirations (KASA).
Level 3: KASA refers to Knowledge, Attitude, Skills, and Aspirations that influence the adoption of selected practices and technologies to help achieve targeted social, economic, and environmental outcomes. Knowledge gain pertains to learned information or accepted advice; it also includes comprehending economic, social, and environmental principles, and comprehending individual and group decision-making processes. Attitudes focus on individuals' beliefs, opinions, feelings, or perspectives. Skills refer to individuals' mental and physical abilities to use new or alternative practices. And, Aspirations refer to ambitions, hopes, objectives, or desires. Changes in KASA can occur when people react positively to their involvement in program activities.
Level 4: Reactions reflect participants' degree of positive or negative interest in topics addressed, their acceptance of activity leaders, and their attraction to the educational methods. Delivering relevant, research-based subject matter can help hold clientele interest. People may obtain information, education, or assistance from different agencies or organizations at the same time. Thus, the way they react to an activity sponsored by one organization may be influenced by complementary activities that are sponsored by other agencies or organizations.
Level 5: Program participants include individuals, families, groups, organizations, or communities. Participants must be sufficiently involved in program activities to acquire KASA and adopt practices needed to improve SEE conditions. Duration, continuity, frequency, and intensity of program participation all contribute to amount of KASA change.
Level 6: Activities are the various educational strategies and events used to inform, educate, or train target audiences. They range from direct personal contacts to indirect technological or mass media approaches. Program activities are determined by requirements to obtain positive reactions from participants as well as other factors needed to achieve desired changes in KASA and practices. Program activities are supported by program resources.
Level 7: Resources are time, money, and staff (including volunteers) used to plan, promote, implement, and evaluate programs. Resources also include research-based educational materials, organizational maintenance, communication technologies, and transportation.

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History of the Hierarchy

TOP's seven-level two-sided hierarchy (Bennett & Rockwell, 1995) has been tested since 1994. It is an outgrowth of Bennet's hierarchy ( Bennett, 1975 & Bennett, 1979 ). Both have common characteristics with Suchman's logic model (Suchman, 1967) and the levels in Kirkpatrick's model (Kirkpatrick, 1967 & Kirkpatrick, 1987) for evaluating training. These are:

Level 1. Reaction - What is the participants' response to the program?
Level 2. Learning - What did the participants learn?
Level 3. Behavior - Did the participants' learning affect their behavior?
Level 4.

Results - Did participants' behavior changes affect the organization?


Introduction

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