Engage

Stakeholders
u STEP 1: ENGAGE STAKEHOLDERS

1.1 Determine how and to what extent to involve stakeholders in

program evaluation

STEP 2: DESCRIBE THE PROGRAM

2.1 Understand your program focus and priority areas

2.2 Develop your program goals and measurable (SMART) objectives

2.3 Identify the elements of your program and get familiar with 

logic models

2.4 Develop logic models to link program activities with outcomes

STEP 3: FOCUS THE EVALUATION

3.1 Tailor the evaluation to your program and stakeholders’ needs

3.2 Determine resources and personnel available for your evaluation

3.3 Develop and prioritize evaluation questions

STEP 4: GATHER CREDIBLE EVIDENCE

4.1 Choose appropriate and reliable indicators to answer your

evaluation questions

4.2 Determine the data sources and methods to measure indicators

4.3 Establish a clear procedure to collect evaluation information

4.4 Complete an evaluation plan based on program description 

and evaluation design

STEP 5: JUSTIFY CONCLUSIONS

5.1 Analyze the evaluation data

5.2 Determine what the evaluation findings “say” about your

program

STEP 6: ENSURE USE OF EVALUATION FINDINGS 

AND SHARE LESSONS LEARNED

6.1 Share with stakeholders the results and lessons learned from 

the evaluation

6.2 Use evaluation findings to modify, strengthen, and improve 

your program

Practical Use of Program Evaluation among

Sexually Transmitted Disease (STD) Programs

SUGGESTED CITATION: 

Salabarría-Peña, Y, Apt, B.S., Walsh, C.M. Practical Use of Program

Evaluation among Sexually Transmitted Disease (STD) Programs, Atlanta (GA):

Centers for Disease Control and Prevention; 2007.
T

he first step in CDC’s framework for program evaluation is to

identify and involve the stakeholders of your program in planning

and implementing evaluation activities. Your stakeholders — the

individuals and organizations that have a vested interest in your

program and may be affected by the evaluation results — are essential

partners. 

By engaging a range of stakeholders with different perspectives on your

program, you can build both internal and external buy-in and support for

the evaluation process. 

Stakeholder involvement can also make the evaluation process more

objective, enhance communication among key parties, and ensure that your

data collection is thorough and complete. 

Tool 1.1 will help you identify, involve, and retain stakeholders for your

Sexually Transmitted Disease (STD) program evaluation process.

PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS 13

Engage

Stakeholders
TOOL 1.1: DETERMINE HOW AND TO WHAT EXTENT TO

INVOLVE STAKEHOLDERS IN PROGRAM EVALUATION

_____________________________________

LEARNING OBJECTIVES

Upon completion of this tool, you will be able to:

1. Identify key stakeholders who can assist in the program

evaluation process. 

2. Implement strategies for ensuring broad participation of

stakeholders in the evaluation.

3. Implement strategies for retaining broad participation of

stakeholders in the evaluation.

WHO ARE STAKEHOLDERS?

Stakeholders are individuals and organizations that have an interest 

in or are affected by your evaluation and/or its results.

WHY IS STAKEHOLDER INVOLVEMENT IMPORTANT?

When you involve stakeholders from the beginning of the evaluation

process, you are more likely to:

• Reduce stakeholders’ distrust and fear of evaluation.

• Increase stakeholders’ awareness of and commitment to the

evaluation process. 

• Increase the chances that stakeholders will support your

evaluation efforts, advocate for your program, and adhere to

subsequent recommendations. 

• Increase the chances that the evaluation findings will be used. 

• Increase the credibility of your evaluation findings. If you do not

engage stakeholders, your evaluation runs the risk of missing

important elements of the program. In that case, evaluation

findings might be ignored, criticized, or resisted because your

evaluation did not consider stakeholder concerns or priorities. 

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1 ENGAGE YOUR STAKEHOLDERS

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Stakeholders can make many important contributions to the

evaluation process, including:

• Providing a reality check on the appropriateness and feasibility of

your evaluation questions.

• Offering insight on the target populations that may affect

program implementation or evaluation.

• Providing information on appropriate methods to access target

populations.

• Reviewing and commenting on the evaluation report.

• Helping to disseminate and report the evaluation results.

• Providing ongoing feedback and recommendations for improving

your program or evaluation activities.

HOW CAN YOU IDENTIFY STAKEHOLDERS 

FOR YOUR PROGRAM EVALUATION? 

Traditionally, program managers and evaluators alone have handled

program evaluation in public health activities. However, a more

participatory approach has been taking place lately. For your

evaluation to be relevant and successful, other stakeholders need to

be involved in the planning and implementation stages, and in the

interpretation of evaluation findings and recommendations. By

involving stakeholders in the evaluation process, you have the

opportunity to understand issues that are important to them and 

to address their suspicions and fears about the evaluation. We

recommend including four types of stakeholders in the evaluation

process. They are listed and described below. 

• Implementers 

• Decision Makers 

• Participants 

• Partners 

Table 1 lists examples of the various parties in each of the four

groups. Every STD program is different, so adapt this list to your

own programmatic and evaluation needs.

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ENGAGE YOUR STAKEHOLDERS 1

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Identifying stakeholders is critical and can be complex. Here are

some tips.

1.Begin with the categories of stakeholders listed above (i.e.,

implementers, decision makers, participants, and partners).

Think about what different stakeholders want from the

evaluation, and how they plan to use the findings.

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1 ENGAGE YOUR STAKEHOLDERS

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Table 1: Stakeholders to include

TYPES OF

STAKEHOLDERS

Implementers

Decision Makers

Participants

Partners

DEFINITION

Those directly involved in the

operations of the STD program

Those in a position to do or

decide something about the

STD program

Those being served or affected

by the STD program

Those who actively supports

and/or has invested in your

program or in the population

your program serves.

EXAMPLES

• STD director

• STD program manager

• Staff (field operation manager, front-line 

supervisor, Disease Intervention Specialist (DIS),

service providers, health educators, counselors,

clinicians, laboratory technicians, clerical staff,

among others)

• Volunteers and consultants

• STD director

• STD program manager

• Health department director

• Clients/patients 

• Community members

• Community-based organizations (CBOs)

• Health service providers

• Funders (federal, state, local)

• Academic organizations

• Coalition partners

• Faith-based community

• Professional organizations

• Advocacy groups, such as your Human

Immunodeficiency Virus (HIV) Community

Planning Group (CPG)

• Government officials and elected representatives

• Representatives of correctional systems

(adult, juvenile)

• Representatives of the school system
2. Be sure to consider as your evaluation stakeholders,

individuals/organizations that deal with STD prevention,

control, and policy; as well as leaders, advocates, and clients from

the community. Take special care to promote the inclusion of

underserved and/or under-represented persons. Address

confidential and sensitive issues when engaging representatives of

the program’s target population(s).

3. The number of stakeholders to involve in your effort will depend

on the purpose and timeline of your evaluation, and the size and

resources of your program. There is no magic formula on how

many stakeholders should be included. However, keep in mind

that larger groups (more than 9) may take longer to reach

decisions than smaller groups, and may make the process more

complicated.

4.Be attentive to the level of each stakeholder’s involvement in the

evaluation process. This will allow you to identify stakeholders

who are not participating in the evaluation. Scheduling a one-onone meeting with stakeholders who are not participating or

doing so at a minimal level will allow you to understand their

concerns. As appropriate, discuss these concerns with them

individually or with the larger stakeholder group.

5. Look “outside of the box” for additional stakeholders. Even if

you are familiar with your program and think you already know

who should be involved in your evaluation process, it never hurts

to look for previously unidentified stakeholders who can provide

valuable insight and feedback. These can include opponents to

your program as well as parties that may carry out similar work. 

6. If you bring in new stakeholders in the middle of an evaluation,

be sure to discuss their inclusion with the existing stakeholders.

Similarly, inform your new stakeholders of the current

stakeholder representation on your project. The new stakeholders

should be debriefed on all evaluation activities prior to their

attending a meeting. 

The exercise on page 15 “Identifying and Determining of

Involvement of Stakeholders for Program Evaluation,” provides more

guidance on this process.

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ENGAGE YOUR STAKEHOLDERS 1

PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS
HOW DO YOU INVOLVE STAKEHOLDERS IN 

THE PROGRAM EVALUATION PROCESS?

Here are some suggested steps to help engage stakeholders in the

process of planning and implementing your evaluation. 

1. Invite the stakeholders you have identified to a meeting,

or series of meetings, depending on how much time they

have available to spend with you [see Appendix for

sample agenda]. 

At this meeting you want to brief stakeholders on your program

as well as the program component or activity you want to

evaluate. One major objective of this meeting should be to

obtain a clear understanding of stakeholder interests, perceptions,

and concerns related to your program and evaluation. 

The following questions can help you do that.

• What do stakeholders perceive as the purpose of your

program? What do they think about your program?

• What concerns, if any, do they have about the program? 

• What have they heard about the proposed program

evaluation? 

• What areas do stakeholders think are important to address

first in the evaluation?

• What do they hope to learn from the evaluation?

• What concerns, if any, do they have with the program

evaluation?

• How available are they to participate in the evaluation

process?

• What are the political implications of specific stakeholders’

involvement?

• What are the program expectations of stakeholders’

involvement in the evaluation? 

• How can you meet stakeholders’ evaluation and

communication needs?

A second objective of the meeting is to have all stakeholders

clearly identify and agree to their roles and responsibilities related

to the evaluation before it begins. In addition, ask them how

they want to be involved in the evaluation process given their

individual strengths and resources. For example, some

stakeholders can make valuable contributions to developing

evaluation questions and identifying priority issues to be

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1 ENGAGE YOUR STAKEHOLDERS

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evaluated, while others can identify data sources or assist in

disseminating and reporting results. 

A final objective for your initial meeting is to assure stakeholders

that you will strive to maintain open communications and to

address their concerns. To maximize effective communication, let

the group know when they will hear from you, including when

you will seek their input during the evaluation process. During

this meeting, emphasize to the stakeholder group that while their

input and recommendations are very valuable, it may not be

feasible to implement all of their recommendations. Emphasize

that these decisions are driven by the availability of program

resources (i.e. program staff, time, and budget priorities).

Keep in mind that some stakeholders may not be able to attend

all the meetings. In such situations, it is important to request

input from those interested through alternative means (e.g.,

email).

2. Involve stakeholders in key activities throughout the

planning and implementation of the evaluation. Some of

these activities can include:

• Identifying and prioritizing program activities that need to be

evaluated. 

• Overcoming resistance to evaluation and identifying benefits.

• Developing evaluation questions that are grounded in the

perceptions, experiences, and interests of stakeholders.

• Selecting appropriate and acceptable evaluation methods.

• Reviewing evaluation findings and making program

recommendations.

• Disseminating and using evaluation findings for program

improvement.

How frequently you meet with stakeholders depends on the

timeline for the evaluation. Plan regular meetings to discuss the

purpose and progress of the evaluation, and keep the stakeholders

involved and informed throughout the evaluation process.

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ENGAGE YOUR STAKEHOLDERS 1

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HOW DO YOU RETAIN STAKEHOLDERS IN 

THE PROGRAM EVALUATION PROCESS?

After all the time and energy you have devoted to identifying and

engaging stakeholders, you want to keep them from losing interest

and dropping out of the evaluation process. Following are some tips

for maintaining stakeholders’ interest and commitment to the

program and the evaluation.

• Maintain open, honest, and regular communication with the

stakeholders by keeping them up to date on issues pertaining to

the evaluation and relevant considerations.

• Incorporate stakeholders’ opinions and insights into the

evaluation process.

• Identify during the initial meetings possible conflicts between

stakeholders (e.g., competition, rivalry, and existing power

structures) and facilitate productive working arrangements. 

• Identify stakeholders’ barriers to participation, and when

possible, address them.

• Identify stakeholder expectations from the beginning and take

them into account when planning and implementing an

evaluation.

• Plan before meeting or requesting stakeholder assistance so that

everyone’s time can be spent wisely.

• Express gratitude and positive reinforcement verbally, and if

possible, in more tangible ways (e.g., letter of appreciation,

public recognition).

• Follow through on what you agree; avoid making promises you

cannot keep.

• Request volunteers for specific sub-tasks, if needed.

HOW DO YOU IDENTIFY, INVOLVE, AND RETAIN

STAKEHOLDERS? A CASE SCENARIO

The STD program of State X planned and implemented a

Chlamydia screening program for adolescent females in Juvenile

Detention Centers (JDC). The program staff wanted to conduct an

evaluation of this initiative. They recognized that a critical first step

in their evaluation efforts was to identify and involve stakeholders in

these efforts. They also understood they needed to develop strategies

to retain the stakeholders throughout the evaluation. Summarized

below are the activities that the program staff conducted to identify,

involve, and retain stakeholders in their evaluation.

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1 ENGAGE YOUR STAKEHOLDERS

PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS
1. Identify Stakeholders 

The program staff met to create a list of potential stakeholders.

They used the categories of program implementers, decision

makers, participants, and partners and related questions to

identify a list of stakeholders (see Table 2).

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ENGAGE YOUR STAKEHOLDERS 1

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Table 2: Stakeholders identified by STD program staff

TYPES OF

STAKEHOLDERS

Implementers

Decision Makers

Participants

Partners

QUESTIONS USED TO

IDENTIFY STAKEHOLDERS

Who is directly involved in the

operations of the Chlamydia

screening initiative?

Who is in a position to do or

decide something about this

initiative?

Who is being served or affected

by this initiative?

Who actively support and/or

have invested in this initiative?

STAKEHOLDERS

• JDC administrators

• JDC healthcare provider staff

• JDC administrative and detention staff

• STD program staff

• STD program director

• STD program manager

• State correctional systems director

• Local politicians

• Adolescent females aged 16-18 years who are

admitted to JDCs

• Medical providers in the community who serve

high-risk adolescents

• Organizations that train JDC providers in

Chlamydia screening/treatment protocols

• Health-related community-based organizations

that serve high risk adolescent females

2. Involve Stakeholders

Next, the STD program communicated with the proposed

stakeholders. They invited them to attend a meeting. The

meeting first identified the stakeholders’ interests, perceptions,

and concerns related to the Chlamydia screening initiative and

the evaluation. The STD program reviewed the proposed stages

for designing and implementing the evaluation. They asked

stakeholders to indicate their prospective involvement in the

evaluation process. The information from this meeting is

summarized in Table 3.
DECISION MAKER

STAKEHOLDERS

INTERESTS/PERCEPTIONS/

CONCERNS

INVOLVEMENT IN THE

EVALUATION

22 PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS

1 ENGAGE YOUR STAKEHOLDERS

Table 3: Relevant information on stakeholders identified in meeting X

JDC administrators

JDC healthcare

providers

JDC administrative

staff

STD program staff

STD program

director and STD

program manager

State correctional

systems director

Maintaining the security and control of JDC

detainees; maintaining the health of

detainees; cooperating with external state

agency initiatives; securing results from the

initiative that will reflect positively on JDCs.

Maintaining the health of detainees;

securing results from the initiative that will

reflect positively on their work; designing

an evaluation that will not overly burden

medical work of the initiative; being

sensitive to juvenile’s rights to be screened.

Being overburdened with work

responsibilities from additional initiatives

that the JDCs decide to implement.

Effective delivery of intervention. Ability to

fit this in with their other responsibilities.

Reducing STDs among adolescents; gaining

the cooperation of JDCs in the initiative;

involving family members in the decision

making process; implementing a quality

screening initiative according to design;

developing a strong monitoring and

evaluation component.

Maintaining the security and control of

detainees in all correctional facilities;

maintaining a positive public opinion of the

treatment of detainees; maintaining

positive health outcomes of detainees.

Input on evaluation design, and

interpretation and use of results.

Input on evaluation design, and

interpretation and use of results. Data

collection on some aspects of the

evaluation.

Data collection on some aspects of the

evaluation. Receive evaluation results.

Input on evaluation design, data

collection, and interpretation of

findings.

Input on evaluation design, methods,

and interpretation and use of results.

Input on evaluation design, and

interpretation and use of results.

IMPLEMENTER

STAKEHOLDERS

INTERESTS/PERCEPTIONS/

CONCERNS

INVOLVEMENT IN THE

EVALUATION

(continued)
23

ENGAGE YOUR STAKEHOLDERS 1

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Table 3: Relevant information on stakeholders identified in meeting X (cont.)

PARTICIPANT

STAKEHOLDERS

INTERESTS/PERCEPTIONS/

CONCERNS

INVOLVEMENT IN THE

EVALUATION

Female detainees 

in JDCs 

Community

members where

detainees reside

HIV CPG members

Targeted medical

providers in highrisk communities

Organizations 

that provide 

STD training 

to medical

providers 

in JDCs (i.e.,

Prevention Training

Center and STD

program staff)

Health-related

CBOs that serve

high-risk adolescent

females

Maintaining health and well-being; gaining access

to services that are delivered in a culturally

appropriate manner; providing input on service

satisfaction; maintaining confidentiality of test

results and treatment.

Maintaining health and well-being of community;

assuring that services are delivered in a culturally

appropriate manner.

Maintaining the health of the community; assuring

that HIV/STD initiatives reflect comprehensive HIV

plan; advocating for affected populations.

Reducing STDs among clients and larger

community; assuring a quality STD intervention in

the JDCs; following up with detainees’ sexual health

after discharge.

Providing quality training to the initiative;

cooperating with the funder of training services;

securing results from the initiative that will reflect

positively on training provided.

Maintaining health of client base; assuring a quality

STD intervention in the JDCs; following up with

detainees’ sexual health after discharge, assuring

that services are delivered in a culturally

appropriate manner.

Input on evaluation methods

to determine client

satisfaction. and data

interpretation.

Receive evaluation results.

Input on evaluation design,

methods, and interpretation,

use, and dissemination of

results.

Initial input on evaluation

design, and use and

dissemination of results.

Input on evaluation design,

methods, and interpretation,

use, and dissemination of

results

Initial input on evaluation

design, and use and

dissemination of results.

PARTNER

STAKEHOLDERS

INTERESTS/PERCEPTIONS/

CONCERNS

INVOLVEMENT IN THE

EVALUATION
3. Retain Stakeholders

At the end of the stakeholder meetings, the STD Program staff

emphasized the importance of stakeholder involvement

throughout the evaluation. They also stressed the need for

ongoing communication so that stakeholder insights and

opinions could be integrated into the evaluation process. With

stakeholders, the STD program staff collaboratively developed a

communications plan that included the following:

• Dissemination of a monthly newsletter that summarizes the

progress of the initiative and the evaluation as well as

provides state-of-the-art information on STD morbidity and

prevention strategies affecting adolescents in juvenile

detention facilities.

• Scheduling of targeted meetings with stakeholders to: 

- Finalize the design of the initiative and identify realistic

accomplishments.

- Overcome resistance to evaluation and identify benefits.

- Develop evaluation questions that are grounded in the

perceptions, experiences, and interests of stakeholders.

- Select appropriate and acceptable evaluation methods.

- Facilitate confidential and practical data collection. 

- Review evaluation findings, and make program

recommendations.

- Decide how evaluation findings should be disseminated

and used for program improvement. 

24

1 ENGAGE YOUR STAKEHOLDERS

PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS
SUMMARY CHECKLIST: Things to consider when involving stakeholders 

in STD program evaluation

25

ENGAGE YOUR STAKEHOLDERS 1

PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS

c Understand why stakeholder involvement in an evaluation is important.

c Determine the kinds of stakeholders your evaluation needs.

c Invite stakeholders to a meeting, or series of meetings, to get their input on

your program and the evaluation.

c Identify stakeholder interests, perceptions, and concerns related to your program

and evaluation.

c Identify and clarify the stakeholders’ roles and responsibilities in the evaluation

process.

c Gain consensus from your program staff and stakeholders on a plan for

stakeholder involvement in evaluation planning and implementation.

c Involve stakeholders in key activities throughout the planning and

implementation of the evaluation.

c Strategically bring stakeholders together, as needed.

c Establish effective channels for and approaches to communicating with

stakeholders.

c Implement procedures to retain stakeholders throughout the evaluation process.

c Respect stakeholders and acknowledge their contributions.
CONCLUSION AND NEXT STEPS

Stakeholders provide a wealth of information and insight for

yourevaluation. As you engage in your evaluation process, identify

stakeholders for your evaluation, involve them in the evaluation

process, and retain their participation. 

In Step 2, you will determine the STD needs of your program. Based

on the program needs, you will learn how to develop goals and

objectives, identify program elements and develop a logic model. 

ACRONYMS USED IN THIS TOOL

CBO – Community-based organization

CPG – Community Planning Group

DIS – Disease Intervention Specialist

HIV – Human Immunodeficiency Virus

JDC – Juvenile detention center

STD – Sexually transmitted disease

KEY TERMS

Decision makers: Stakeholders in a position to do or decide

something about your STD program/evaluation.

Implementers: Stakeholders directly involved in undertaking your

STD program activities.

Participants: Stakeholders being served or affected by your STD

program.

26

1 ENGAGE YOUR STAKEHOLDERS

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Participatory Evaluation: Approach which involves stakeholders in

all aspects of the evaluation process (i.e., design, question

development, data collection, analysis, reporting, and use of results

for decision making).

Partners: Stakeholders who actively support and/or who have

invested in your STD program.

Stakeholders: Individuals or organizations interested in or affected

by your STD program and/or the evaluation results (e.g., STD

program staff, family planning staff, representatives of target

populations).

27

ENGAGE YOUR STAKEHOLDERS 1

PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS
EXERCISE

Identifying and Determining Involvement of 

Stakeholders for Program Evaluation

For this exercise choose a program activity that you would like to

evaluate. Use the questions that follow to fill in Table 4.

• Who are the stakeholders to include in your evaluation? 

[Put these stakeholders in column 1 of Table 4.]

- Implementers: involved in the day-to-day operations of the

activity to be evaluated (e.g., Carol X, DIS)

- Decision makers: have authority to make changes to the

activity to be evaluated (e.g., John X, STD Director and/or

Program Manager)

- Participants: served by the program/activity 

(e.g., clients/patients) 

- Partners: invested/interested in the program/activity 

(e.g., Mary X, National Coalition of STD Directors) 

• What is their interest in the evaluation? (e.g., build their own

evaluation capacity, use the evaluation results to improve service

delivery, assure that patient’s rights are protected, etc.) [Put this

information for each stakeholder in column 2 of Table 4.]

• What do you foresee these stakeholders’ involvement in the

evaluation? (e.g., planning/development logic model,

development of evaluation questions, input on data collection

instruments, review interpretation of findings, use findings)? [Put

this information for each stakeholder in column 3 of Table 4.]

Intervention/Activity to be Evaluated: 

_____________________________________________

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1 ENGAGE YOUR STAKEHOLDERS

PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS
29

ENGAGE YOUR STAKEHOLDERS 1

PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS

Ta

ble

4: Sta

k

e

h

old

er Inform

atio

n

IM

PLEMEN

TER

STA

KEH

OLDERS (specify names of individuals

and their organizations)

IN

TERESTS IN

V

OLVEMEN

T IN

T

HE EVALU

ATIO

N

DECISIO

N

M

A

KER

STA

KEH

OLDERS (specify names of individuals

and their organizations)

IN

TERESTS IN

V

OLVEMEN

T IN

T

HE EVALU

ATIO

N

(continued)
30

1 ENGAGE YOUR STAKEHOLDERS

PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS

Ta

ble

4: Sta

k

e

h

old

er Inform

atio

n (co

ntin

u

e

d)

PA

R

TICIPA

N

T

STA

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and their organizations)

IN

TERESTS IN

V

OLVEMEN

T IN

T

HE EVALU

ATIO

N

PA

R

T

NER

STA

KEH

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and their organizations)

IN

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ATIO

N
REFERENCES 

Allison, M., Kaye, J. (1997). Strategic planning for nonprofit

organizations: A practical guide and workbook. New York: John Wiley

& Sons.

Cantor, J., Kaufman, N., & Klitzner, M. (1984). Four steps to better

objectives. Madison, WI: The Wisconsin Clearinghouse. 

Centers for Disease Control and Prevention. (1999). Framework for

program evaluation in public health. MMWR Recommendations and

Reports, 48(RR-11). Retrieved [October 20 2004], from

http://www.cdc.gov/mmwr/preview/mmwrhtml/rr4811a1.htm

Centers for Disease Control and Prevention. (2002). Physical activity

evaluation handbook. Retrieved October 20, 2004, from

http://www.cdc.gov/nccdphp/dnpa/physical/handbook/index.htm

Centers for Disease Control and Prevention. (n.d.). Program operations:

Guidelines for STD prevention. Retrieved October 17, 2004, from

http://www.cdc.gov/std/program/

Centers for Disease Control and Prevention, National Center for

Chronic Disease Prevention and Health Promotion, Division of

Adolescent and School Health. (2004). Evaluation steps tools.

Unpublished manuscript. 

Joint Committee on Standards for Educational Evaluation. (1994). The

program evaluation standards (2nd ed.). Thousand Oaks, CA: Sage.

MacDonald, G., Starr, G., Schooley, M., Yee, S. L., Klimowski, K., &

Turner, K. (2001, November). Introduction to program evaluation for

comprehensive tobacco control programs. Atlanta: Centers for Disease

Control and Prevention. Retrieved October 17, 2004, from

http://www.cdc.gov/tobacco/evaluation_manual/ Evaluation.pdf 

Minkler, M., Wallerstein, N. (Eds.). (2003). Community-based

participatory research for health. San Francisco: Jossey-Bass.

Rossi, P. H., Freeman, H. E., & Lipsey, M. W. (1999). Evaluation: 

A systematic approach (6th ed.). Thousand Oaks, CA: Sage.

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APPENDIX

[For meeting of approximately 15 stakeholders 

(including 8 STD program staff)]

MEETING TITLE: STAKEHOLDER PARTICIPATION ON THE

EVALUATION OF STD INITIATIVE X 

[DATE]

SAMPLE AGENDA

SCHEDULED TIME TOPIC

8:30 - 9:00 a.m. Welcome and participant introductions.

9:00 - 9:30 a.m. Overview of how stakeholders were selected, 

the STD Initiative X, and the proposed steps of 

an evaluation.

9:30 – 10:30 p.m. Identification of stakeholder interests, 

perceptions, and issues related to the initiative 

and the evaluation [small group exercise that feeds

into group discussion in plenary]. 

10:30 - 10:45 a.m. Break

10:45 - 12:00 p.m. Review of stages of evaluation planning and 

implementation. 

Brainstorming on how different stakeholders can 

be involved in providing input on the evaluation 

[exercise in plenary with poster board notes 

indicating roles commitments of stakeholders].

12:00 - 12:30 p.m. Next Steps: Communication plan for ongoing 

stakeholder input.

12:30 p.m. Meeting adjourned and lunch

32

1 ENGAGE YOUR STAKEHOLDERS

PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS