AKENTEN APPIAH MENKAH UNIVERSITY OF SKILLS

TRAINING AND ENTREPRENEURIAL

DEVELOPMENT

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QUESTION :EVALUATION TYPE OF GUIDANCE

ANSWER:
ABSTRACT
This article highlighted Evaluation Service in
Guidance and Counselling the mirror of the
counsellor: The
What? Why? How? And When? Two major
methods were adopted in the
development of the paper, they
are, descriptive and analytic methods, the paper is
qualitative in nature. Related and relevant
information
were gathered from the internet, text books and
journals. The basic motivation that ignited interest
in this
paper is the misconception of evaluation service in
counselling held by some counselling professionals,
many perceive it as being synonymous with
Appraisal service, others equate it with follow up
service.
The paper descriptively and
analytically discussed the true nature of evaluation
service. The concept of
Evaluation service was extensively discussed at the
introduction. The questions raised were carefully
answered: what is evaluation service, why
evaluation service is carried out, how evaluation
service is
done and when it should be done. In addition the
uses, principles and characteristics of evaluation
were
used to answer some of the questions raised.
Conclusion was made in line with the position of
the paper.
It was suggested amongst others
that: the practical aspect of evaluation service not
just the theoretical
aspect should be taught in departments where
guidance and counselling is offered. Again
Professional
counselling Associations like Association of
Professional counsellors in Nigeria (APROCON) and
Counselling Association of Nigeria (CASSON) should
teach evaluation service procedures during skills
training sessions in their annual conferences.
Keywords: Counsellor, Evaluation, Guidance and
Counselling, Mirror,
Service
INTRODUCTION
Evaluation is an indispensable service of the
guidance programme. It is the mirror of the
counsellor, just
as the mirror keeps the individual looking sharp
and maintaining a personal image throughout the
day so
also evaluation service helps the counsellor to
keeps the counselling programmes sharp to
achieve the
goals it is meant to meet.
Unfortunately some professional counsellors
misconstrue what evaluation service is all about
and equate
it with Appraisal and follow up
services. This is actually misleading as evaluation
service is distinct from
appraisal and follow-up services. This
misconception limited its actual usage in the school
system as most counsellors shy away from this
crucial service and play around other services
without evaluating the
worth of the services they render. Evaluation
programme is designed to provide counsellors the
necessary
feedback regarding participants‟ impression of the
adequacy of their experiences in the guidance
programmes and services.
Akinade (2011) says that every endeavour that
needs improvement or modification qualifies for
evaluation. This assertion is true of evaluation
programme and can be compared to the mirror
because, the
mirror gives you feedback for improvement and
modification of yourself so also the evaluation
programme (for instance, the mirror tells you if you
are looking good or not, and enables you to make a
value judgement about yourself, that value
judgement naturally tells you the next step to take
either to
improve or modify yourself before stepping out).
That is why
evaluation service is regarded as the mirror
of the counsellor. Programme evaluation is aimed
at making systematic judgement regarding the
relative
effectiveness of the guidance programme in
attaining the objectives for which it has been
established, it
gives the counsellor feedback about his
programme effectiveness.
When the counsellor has initiated and started the
guidance programme for some time, the need to
find out
how far the objectives of the programme have
been implemented
arises because it will help to determine
whether the programme is succeeding or not.
(Uzoeshi, 2013). Evaluation is used to find out the
extent to
which the guidance and counselling objectives
have been met. Shertzer and Stone in Uzoeshi
(2013)
noted that the major aim of evaluation is to
ascertain the current status of the counselling
service within
some frame of reference and on the basis of this
knowledge, to improve its quality and efficiency.
The
above assertion of evaluation reveals that it
involves making
judgement with regard to the effectiveness
of the guidance programme.
The quality of any guidance programme depends
on the quality of evaluation carried out on the
programmes and services of the guidance
programme. Guidance counsellors are responsible
for
developing a vision and strategy for the
development of the guidance programme and
mobilization of
support as well as cooperation of all stakeholders
(school administrators, principals, teachers,
parents,
students, community etc) for implementing the
vision for a better
service delivery. The true nature of
evaluation service will unfold as we answer the
questions, what? Why? How and when of
evaluation.
The Question “What?” of Evaluation can be
answered with an explicit definition of the concept
and
an answer to what to be evaluated?
Evaluation service is the service rendered under
the guidance programme that measures the
effectiveness
of the programme in terms of its activities,
performance etc. against its pre-determined goals
or
objectives. Programme evaluation according to
Kpolovie (202) is a systematic method for
collecting,
analysing, and using information to answer
questions about the effectiveness and efficiency of
the
guidance programme in meeting the objectives it is
set out to measure. Let us examine some
definitions
giving by some eminent scholars.
Akinade (2011) regards evaluation as the process of
determining what the actual education/ guidance
outcomes are and comparing them with expected
outcome. It involves finding out or judging or
deciding
the value of an attribute. Advancing on this
definition, Akinade (2012) sees evaluation as
consisting of
making systematic judgements of
the relative effectiveness with which goals are
attained in relation to
specific standards.
Sidhu (2008) defines evaluation as the assignment
of symbols to phenomena in order to characterize
the
worth or value of the phenomena, usually with
resources to some social, cultural or scientific
standards.
On the other hand Onunkwo (2005) viewed
evaluation as a process that involves making value
judgement
on a person, thing, programme, object etc. based
on data elicited with test, observation, sociograms,
etc.
Olusakin (2011) says evaluation is the process by
which we find the extent to which the objectives of
the
guidance programme are being attained. Akinboye
in Akinade (2011) says that evaluation is a term
that
may involve a number of activities such as
collecting, organizing and interpreting information
derived
from other assessment activities. Its primary goal
according to him is decision making based on
information collected, organized and interpreted.
The information used to make evaluation may be
qualitative or quantitative. An acceptable
evaluation is made when it is based on systematic
process of
measurement.
A proper analysis of the definitions of evaluation
shows the following core elements;
(1) Evaluation answers the question; what value
does the programme have on recipients? It is an
act
of ascertaining if the guidance programme met its
set objectives. This is achieved by assessing the
impact it has on the recipients through the
interpretation of information gathered through a
test
or
none-test procedure.
(2) Evaluation is done within a frame of reference.
It is carried out within the limits of predetermined
standards that cannot be altered. A structure of
observations, values, views etc must be put in
place to perceive or evaluate the programme in
order to communicate its outcome. The objectives
and specific things to search for in a programme
evaluation must be clearly stated.
(3) Evaluation brings about decision making. The
information received from evaluation helps
decision makers to take decision about the
retention, improvement, adjustment or correction
of
the guidance and counselling programmes.
Evaluation determines if the programme will be
corrected, adjusted, improved or retained for
better service delivery.
(4) Evaluation is systematic in approach. A step-by
step process is involved in evaluation to identify
the most efficient means to generate consistent
optimum results.
What is to be evaluated?
What is the subject matter of evaluation in
guidance and counselling? To make evaluation
meaningful, it
must be holistic to include the following among
others according to Akinade (2011);
(1) Specific guidance services should be included
(2) Working environment of counsellors
(3) Guidance counsellors personality, experience,
skills etc
(4) Clients//counselees
(5) Treatment plans and Approaches
(6) Guidance and Counselling programme, courses
or their objectives
(7) Tools used during the guidance service. These
and other aspects of the programme need to be
embedded.
The “Why” of Evaluation Service? This can be
addressed by revealing the purpose, uses and
importance
When the purpose of a thing is not known abuse is
in-evitable says a wise man. No wonder some
professionals use it synonymously with appraisal
and follow-up services because the true knowledge
of
evaluation is not known. Olusakin (2011) says that
any programme without evaluation can be likened
to a
boat drifting without a ruder. She said the purpose
of evaluation is to
provide a periodic check on the
programmes effectiveness and indicate the points
in which such may need be improved.
According to Vacc, Rhyne and Poidevant as stated
in NCERT (2009) the main purpose of evaluation
service in guidance and counselling is to acquire an
understanding of how present guidance services
are
being utilized and to determine areas that need
additional emphasis. Evaluation may be done due
to the
following purposes according to these authors;
(a) To find the need and
meaningfulness of a programme or activity
(b) To identify the strength and or weakness of a
programme/activity.
(c) Assess the degree of satisfaction of the target
group with the services rendered/activities
organized.
(d) To analyse the kind of intervention to be used
for a particular group of students
(e) To observe the progress of desired change to be
brought in students with the help of guidance and
counselling programme.
(f) To set a baseline for remedial actions and to
improve subsequent
efforts.
(g) To assist school administration/counsellors and
teacher to assess proper use of facilities, budget
and other resources.
In the same vein Kpolovie (2012) enumerated the
uses of programme evaluation as follows;
1. To understand, verify or increase the impact of
services on clients.
2. Improve delivery mechanisms to be more
efficient and less costly. In some cases service
delivery
ends up to be an inefficient collection of activities
that are less efficient and more costly than
need to be. Evaluation helps to identify
programmes strengths and
weakness to improve the
programme.
3. Verify that you are doing what you think you are
doing. Most often plans about how to deliver
service, end up changing substantially as those
plans are put into practice. Evaluation can verify if
the programme is really running as originally
planned.
4. Facilitate managements real thinking about what
their programme is all about, including its goals,
how it meets its goals and how it will know if it has
met is goals or not.
5. Provide data or verify results that can be used
for public relations and promoting services in the
community.
6. Provide valid comparisons between programs to
decide which should be retained e.g. in the face
of pending budget cuts.
7. Fully examine and describe effective
programmes for duplication elsewhere.
Why evaluation? Could also be answered by its
importance, Akinade, (2011) enumerated the
following among others;
(a) Counsellors need to know the effects that
programmes and counselling strategies have on
clients
(b) Formally analysing the results of counselling
sessions and programmes help counsellors learn
about themselves and their services
(c) Evaluation is necessary to attract funding.
Counselling programmes that demonstrate
effectiveness are likely to receive financial support
from any part of the world.
(d) It provides the counselee a fairly objective
measurement to determine whether the original
problem was solved and to what degree.
(e) It can also assist the counsellor to determine
whether the
intervention was successful or not. This
will enable the counsellor to try other strategies,
fine-tune those applied or even recommend them
to colleagues (if they have to treat similar cases).
(f) It provides information that can be used to
improve management decision making.
(g) Evaluation has a quality of immediate utility. It
offers counsellors immediate knowledge of
effects of their intervention whether positive,
negative or zero.
(h) It yields information about new services
counsellors need to offer.
(i) It is useful for every counselling programme
within an agency or educational institution.
(j) It helps to find out whether or not the
established objectives and desired results are
achieved at
the end.
(k) It is useful for determining the richness of the
programmes or the various guidance services.
(l) It can be used to cross-check the various
methods employed to carry out the programmes.
(m) It can be used to project for the future needs
or correction of approaches used.
(n) It can be used to assess the role played by those
involved in
guidance programmes.
(o) It is a process for professional and programme
improvement.
(p) It verifies or rejects practices by providing
evidence for what works or what does not work.
(q) It can show the degree to which an activity
seems to be effective during counselling
intervention.
(r) It can improve overall accountability and
demonstrate evidence of accomplishments and
growth.
(s) Lewis, Lewis and Souglee in Akiande (2011)
summarized importance of evaluation as: it can be
used to aid in administrative
decision making, to improve currently operating
programmes, to
build increased support for effective programmes
and even to make generalizations about
connections between specific activities and their
effects.

In summary the why of evaluation lies in the fact

that it is done to determine the value of various
activities and resources used, in order to make
decisions about the programme for the future.
Evaluation
studies the desirability of the objective of a
programme on the basis of needs assessment, the
effectiveness and efficacy of unit-by unit
implementation of the combined resources via
formative
evaluation, or the results of the entire programme
after due implementation by summative evaluation
(Kpolovie, 2010, Trochim, 2006, National Marine
Sactuaries, 2012). Data based value judgement are
then
made on whether the objectives should be
modified and improved upon, whether the facilities
or
resources and the execution procedure should be
changed for additional thoroughness, or whether
the
programme should be terminated entirely either
for having met all its goals or for its gross inability
to
achieve the set goals.
The “HOW” of Evaluation Service
This can be addressed by focusing on how
evaluation service should be done, its principles
and
characteristics and goals. Evaluation of any
programme/activity is based on certain principles.
A true
evaluation of the guidance programme should
reflect the following principles, as best as possible
to get
the best result.
i. Establishment of pre-determined
goals or objectives against which evaluation is
done.
ii. Set up valid criteria to make evaluation more
meaningful.
iii. Apply the evaluation criteria by making use of
appropriate tools and techniques necessary.
iv. All stakeholders (such as students, parents,
teachers, school management) should be involved.
v. A proper feedback and follow-up to improve
and/or develop guidance programme must be put
in
place.
vi. Continuous evaluation to rectify the
weakness/problems in the programme.
vii. Credibility and confidentiality
should be well established so that students,
parents and other
stakeholder‟s can share the information willingly
with the counsellor.
viii. Place emphasis on the positive aspect of the
programme and improve or replace the negative (
Akinade, 2011, Kpolovie, 2012)
The characteristics of evaluation service also
answers the question “how” Sharma in NCERT
(2009)
listed the characteristics of evaluation as follows;
a. Evaluation is intended to contribute to the
solution of a particular kind of practical problem.
b. Evaluation is a decision-oriented
study in which the evaluator is asked to provide
information
wanted by a decision maker e.g. a government
policy maker or school management. Thus
evaluation is a commissioned study.
(c) Evaluation is an idiographic activity i.e.
descriptive of the particular activities, it is not
nomothetic i.e. law giving.
(d) The primary purpose of evaluation is not to give
an explanation of the phenomenon being
evaluated. A proper and useful evaluation can be
conducted without producing an explanation of
“why” the programme being
evaluated is good or bad or how it operates to
produce its effects
rather the goal is to determine the worth of its
materials, programmes and activities.
In simple term evaluation seeks directly to assess
social utility. Evaluation has to be done considering
specific objectives of the programme and the
target group for which the programme is planned.
Value
questions are the indispensable features of
evaluation and they usually determine what
information is
sought. The evaluator‟s role is
largely that of a methodological expert applying
inquiry techniques to the
solution of a particular type of practical problem.
There are several methods/ techniques of
conducting evaluation in guidance and counselling.
Akinade
(2011) identified 3 methods of evaluation namely;
(1) Before and After Method – This approach can
be used to find out the progress made with the use
of treatment strategy in clients. Its main criterion is
based on time. It seeks to find out progress
made between the start and end of
a counselling programme as a result of guidance
and
counselling intervention. For instance; fresh
students on arrival will be given an adjustment
form to fill, after receiving orientation as an
adjustment programme they should be required to
fill the
same form to ascertain if they indicate better
adjustment to their school or not, by this method
decision can be taken if the programme is
beneficial to the participants by retaining,
modifying or
discarding such programmes.
(2) Comparison Method- This approach is used to
compare one
group against the other, for instance
comparison of possible guidance and counselling
services in federal Government secondary
schools against State secondary schools, this will
reveal relatively more efficient type that can be
adopted. The criterion germane to this method is
comparison, Gibson and Mitchell in Akinade
(2011) wrote the „how do we compare‟ on the
basis of comparing:
(a) One group against another or
(b) One group against the norms of a number of
groups
(c) Or comparison of different techniques for
achieving the same
goal.
(3) The How do we stand Method- Gibson and
Michell in Akinade (2011) says that this method is
based on identifying desirable programme
outcomes, related characteristics and criteria. This
method can provide guidelines that enable
programmes to be compared with generally
accepted
standards.
On the other hand Uzoeshi (2013) identified 4
techniques of evaluation namely:
(a) Survey Method – This method is used to find
out the feelings, attitude, opinions and perception
of
beneficiaries of the guidance
programme so as to make judgement with regard
to the objectives
earlier set. This is achieved by developing series of
questions about the conditions in the guidance
programme to which individuals are asked to
answer. This can help in ascertaining the outcome
of the programme for decision.
(b) Observation Method – this method involves
anecdotal records or behaviour descriptions
because
it has to do with watching an individual. This can be
achieved with the use of checklist which
should contain a list of behaviour
traits to be investigated by the observer. Each
attribute noted
can be rated on a scale of strongly agree (4), Agree
(3), Disagree (2) and Strongly Disagree (1).
The observer (Evaluator) while observing
participants makes a brief and accurate description
of
important events about the participants for
decision.
(c) Case study – Case study is designed to find out
changes that have taken place in an individual as
a result of introducing an intervention programme
such as orientation. In case study an individual,
organization or an institution is
studied extensively to discover as much as possible
how a
problem relates to that individual. The information
collected through case study should be
comprehensive and detailed enough to understand
the problems and needs of the individual or
organization, and not just an aspect of the
individual or organization.
(d) Experimental Method – This method involves
the manipulation of the independent variable
(counselling programme) to see its effect on the
dependent variable (target behaviour). This
method involves the use of two or more groups
involving experimental
and control groups. The
experimental group(s) will receive treatment while
the control group (s) wills not receive
treatment but it is expected that the effect of
treatment should be noticed on it. The outcome of
treatment is compared on both experimental and
control groups, if a significant difference in
performance is noticed, it is attributed to the
method of treatment instead of chance.
Experimental
method is very objective, reliable, valid and not
usually affected by bias or value judgement.
Akinade (2011) enumerated sequential step-by-
step process of how to carry out evaluation of
guidance
services.
Step 1: Needs assessment: the need base of
individuals in a particular setting should be well x-
rayed. It is
necessary to study clients and their environment
for a better understanding of their needs before
stating
the goals and performance objectives of the
evaluation programme for instance a counsellor
may have
assessed the need base of fresh students as “need
for adjustment” counsellor at this point can design
an
evaluation programme to measure the adjustment
programme carried out. Let‟s say an orientation
has
been conducted for them as an adjustment
programme. This will be clearer as we move down
to the next
step.
Step 2. Stating goals and
performance objectives (i.e. terminal and ultimate
programme outcomes).
Having established the immediate need of clients
as “need for adjustment” one can now identify the
goals
establishing its limits of evaluation. The variable
has to be coined in clear, simple and concise
statements,
or put in objectives that can be performed and
measured. The behaviour to be changed must be
stated in
terms that permit accurate observation and
evaluation such terms must exhibit the following
features:
1. Behaviour of interest must be stated in
observable or measurable terms.
2. Performance standards by which the target
behaviour will be judged should be stated precisely
and
3. The conditions under which the target behaviour
will be exhibited should be clearly identified.
Let us do an exercise here, having identified “need
for adjustment” goals of orientation programme
designed for students can be stated as follows
putting the above mentioned features into
consideration.
1. By the end of the orientation programme
students should be able to adjust to the school
environment.
2. Students should be able to carry on the normal
school activities with ease.
3. Students should be able to operate in the school
environment without asking for assistance.
Step 3: designing the evaluation programme. By
describing achievable goals in clear and simple
terms
the design of programmes that could be evaluated
successfully is made easy. The first step here is to
select a suitable model bearing the
following in mind, external restriction such as the
audience or
stakeholders, methods available, counsellor‟s
experience and ability and internal restrictions such
as
purpose, assumptions and questions people ask or
expect answers for.
The complete evaluation design should specify
several criteria such as
[Link] type of data to be gathered (nominal, ordinal
interval or ration and decide which?).
ii. When (is it unit-by-unit evaluation or evaluation
of the entire programme?)
iii. By whom? (Who should carry out
the evaluation?) It should indicate how the data
will be
arranged.
iv. Reported by whom?
v. Reported to whom
To develop a workable plan proper timing should
be put into consideration. It could be longitudinal
or
immediately after assessment.
Step 4; Revising and Improving the Programme.
After evaluation of a programme if the programme
works successfully, it is retained, if it shows that
there is need to revise specific aspects of the
programme
it may be modified to meet the objectives. This
could be done by
adding or subtracting the particular
aspects that need attention. This ultimately leads
to programme improvement.
Step 5: Noting and reporting programme
outcomes. The evaluator in his/her use of a
particular model
of evaluation, should take time to observe and
note programme outcomes. Questions such as the
following
should be answered by the evaluator.
[Link] the model help?
ii. Is there any need for a change?
iii. Do we retain the programme or modify it?
The real worth of evaluation lies in its application.
Be that as it may, whatever it is, there is need to
report
programme outcome objectively and file copies
appropriately after submitting to the superior
officer for
action. In summary, the following should be done
about evaluation according to Akinade (2011);
 Write out a brief statement of desirable
objectives
 These objectives should be in measurable terms
 Final or ultimate targets and not intermediate
criteria should be used
 All interested parties should be
fully involved at the end of intervention about the
specific or
overall objectives.
When should Evaluation be carried out?
The timing for evaluation will answer this question.
There is no hard and fast rule on when evaluation
should be done, when to evaluate a guidance
programme depends on what the evaluator wants
to achieve.
Evaluation is needed when;
 Decision making is necessary to retain, correct,
modify or adjust a programme.
 It is necessary to construct
intervention strategies to improve service delivery.
 Treatment plans compatible with the needs of
the recipients is necessary.
Evaluation could be done after the execution of a
guidance programme to ascertain its effectiveness,
this
could be done;
 Weekly – weekly evaluation can be done for
continuous improvement when evaluation is
formatives in nature.
 Monthly – monthly evaluation can be done to
improve on a programme that runs through the
month, it is also formative in nature.
 Termly – termly evaluation can be
done to assess all the programmes carried out
within a month.
 End of each Session (Yearly)- this is needed to
determine the effect of counselling outcome
carried out throughout the year, it is summative in
nature.

CONCLUSION
Change is the only permanent thing in life, to
introduce any meaning change in the guidance and
counselling programme one needs a thorough
evaluation of the counselling programmes and
services.
Evaluation justifies the need for
change, adjustment and improvement, it is the
counsellors‟ mirror to
reflect the programmes and services he/she
undertake to ensure they meet the desired
objectives. Just as
the mirror helps us to adjust our looks to what we
desired, so also evaluation service helps the
counsellor
to make amends to meet his programme
objectives. Unfortunately most counsellors‟ lack
training to
carryout evaluation, as a result of this, they
(counsellors) avoid evaluating the guidance and
counselling
programmes in their different domains. Evaluation
gives the counsellor the confident to adjust,
replace or
retain a programme for a better service delivery.
For the practice of guidance and counselling to
thrive
and develop properly evaluation is very much
needed to achieve this. A programme that
undertakes
evaluation will surely receive timely information
during the planning, budgeting, implementation
and
other management cycles to make continuous
improvement to achieve greater success than one
that does
not pass through evaluation.
Programmes that perform evaluation activities out
of a desire to promote
continuous improvement are motivated by the
need for timely information to inform decisions
and will
automatically be able to answer calls for public
accountability by stake holders. From the fore
going it is
evident that evaluation is an indispensable service
in the counselling programmes and services.
Suggestions
From the what, why, how and when of evaluation
service, the following
suggestions were made;
(1) Professional counsellors should acquire basic
practical knowledge of evaluation procedures
through
online training or by contacting senior colleagues in
the field of counselling who are very
knowledgeable in evaluation to put them through.
(2) Practical aspect of evaluation in guidance and
counselling should be taught in departments
offering
guidance and counselling, this should be distinct
from the course „Appraisal in guidance and
counselling.
(3) Association of Professional counsellors in
Nigeria (APROCON)
and Counselling association of
Nigeria (CASSON) should train their members‟
evaluation techniques and procedures during skills
training sessions in their annual conferences.
(4) Counsellors with the technical knowledge of
evaluation should be actively involved in
programme
evaluation and not to shy away from it as its
advantages cannot be over emphasised.