A few years back, I worked on a three year contract supporting organisational change in a group of universities who were starting to come to terms with a then brand new agenda, where academics and researchers needed to become more outwards facing, connecting with the public on their doorstep and at large. Part of my role was to mentor internal directors and project managers, and the departments they worked with, in looking for the impact of their activities. Like many major programmes, the initiative had a quite intense, technical, formal, robust evaluation system underpinning it. Like many organisations, this was not the fun part of anyone's work, and on top of everything else going on, was not generally what most people were interested in prioritising. In my mentoring role, I wanted to increase people's confidence about being able to carry out evaluation that was realistic and meaningful, and reduce their fear of becoming overwhelmed. At the same time, some of the community groups involved had been saying their previous experiences of evaluation in university programmes had, at times, been overwhelming, invasive, and one-sided.
​As a result, I created a simple, practical, set of suggestions to make evaluation do-able, useful, positive and meaningful. It simply offered these ten top tips, and five years later with the huge amount of learning I've developed about evaluation, they still absolutely stand the test of time...

1. Be Selective: stay focused – keep your aims and objectives in mind. Don’t try and capture everything about everything. 
2. Impact: always aim to answer these questions: What happened that wouldn’t otherwise have happened? What difference did it make – to us and to our participants, partners or colleagues? What did we learn from this? What do we intend to do next?
3. Achievability: think about what’s realistic and achievable with the resources you have, this may mean you select only one thing to explore in depth, and a few other areas to cover briefly. 
4. Breadth and depth: include quantitative and qualitative information. Quantitative methods lead to facts and figures; qualitative methods capture experiences and personal impacts. 
5. Varied questioning: use open and closed questions. Closed questions allow you to create statistics to show particular patterns of what’s happening. Open questions mean people can say what’s really important to them. 
6. Bespoke and appropriate: every project or event is unique. Create methods that work for you and your partners/participants.  Think about what will make it easy for people to complete any evaluation requests and, where appropriate, make it fun and integrate it into the main activity of your work. 
7. Combined approaches: where possible combine a range of evaluation methods and techniques. This will allow you to cross-reference your findings to develop a clearer understanding of what is happening. 
8. People-centred: Remember to explain to participants why you are collecting the information and be mindful of protecting private information. 
9. Analysis: analyse the information you have.  Statistics and conclusions are just the start, keep going until you know why is that important? What does it show or prove?  
10. Applying the understanding: use your evaluation. Tell people what you found out and the lessons you have learned. Consider how it will inform future plans and strategies going forward.  Reflect on how you might do things differently next time.

I'm delighted to be chairing Kids in Museums new workshop 'Welcoming Families with Autism' at the Science Museum on February 9th. It's a day packed with experts from museums and arts organisations who can share their experiences of welcoming families with children or young people on the autism spectrum. You can book for the event here or keep an eye on future workshops here

It's a subject I've been interested in for many years and have blogged about previously, though my interest has ramped up several gears over the past 12 months thanks to my involvement with two local autism charities, and my work with Lancashire Museums who commissioned me to research the subject of museums and autism from the perspectives of museums and autistic visitors. You can read more about that on my separate, ongoing blog http://www.museumsandautism.tumblr.com/ which combines museum practice, feedback from families and visitors on the autistic spectrum, and expert reports and presentations on the subject.