Axia College
A Stakeholder is any individual, group, or organization having an interest in or an impact on, and/or possibly affected by the existence of an organization, or – in this context – a particular program. In evaluating any program, the evaluation tools (questions, surveys, required data, etc) should take into account the interests of all stakeholders when determining the information needed. It is most important to pose the right questions, so that each interested party is provided with the needed information to properly determine that a program is effective, will meet its goals and objectives, if necessary allowing program modifications to provide the optimum solutions.
Examples of different stakeholders include: any individual who deals with the organization or agency; members of staff, administrators, policy makers, members of the community, clients, external sources of funding, etc. To be sure of identifying stakeholders’ needs as expressed, receiving active input from all participants is of paramount importance. Otherwise, important issues could be overlooked and consequently cause the design or refinement of programs to prove unsatisfactory.
The Santa Rosa Philharmonic Youth Symphony (SRPYS) promotes the education and advancement of young musicians’ skills. Recent budgetary cuts have deleted elementary and middle school music programs from the curriculum, having the effect of not only reducing the number of young people who will benefit from SRPYS, but reducing interest in the environment that encourages and helps develop their talents.
In terms of involved stakeholders in this instance, numerous people including the students, their parents, members of staff and of the community, college recruiters, other orchestras, sources of funding and more, all have their own interests and therefore different needs which should be considered; the more input is provided and the wider its spectrum, the more likely that the program will satisfy those various needs. If the needs of each category of stakeholder are fully identified at an early stage, desires can be satisfied, albeit through compromise. This paper discusses the needs of those different stakeholders.
Taking community members and parents as a group (though they may not necessarily be the same individuals), they are probably most concerned that due to those budgetary cuts the students will lose their passion for music. They want to know what programs will be available for their children, how these programs will be implemented, what additional funding is needed (e.g. in the form of donations, grants, or other sources), what the participation criteria will be, and how they as a group could become involved to achieve a successful program. In order to address those perceived needs, the agency must be able to present accurate information about programs proposed within the limitations of resources currently available or being considered, and how they will match the wishes of the community and parents.
In the case of teaching staff (including those from other schools) they should be advised what is required from them and from the students in their schools, the necessary pre-requisites for program participation, any funding contributions needed, how to motivate students and what would most effectively prepare those students for these programs and for their future. To meet those needs, the staff should be canvassed for their views, plus to determine what they can offer to make the programs a success, where they see any shortfalls, how those could be overcome with additional resources and/or training, and how their skills can be better utilized to nurture the talents of their students.
Stakeholders representing potential funding organizations need to see data that proves that the programs can be successful, the financial needs they are being asked to meet, what other resources have been applied for or are committed, the qualifications of involved members of staff, the extent of community support on offer, numbers of students that will be accommodated, and details of how any previous grants were utilized. To satisfy those needs, financial statements supported by accurate data will be necessary, which should include how well such programs have previously performed, and the potential for fundraising (other than their own prospective grant). All that input will help them decide if their grant would be appropriately spent in support of the program.
Outside sources such as experts and college recruiters may have valuable inputs to support the program and guide it to success. To adequately evaluate their needs and those of the program, they will require precise data such as the specifics of the program, the process, and the methods used to define success / failure. Their inputs may help provide valuable information on any shortcomings and better help develop future programs.
As mentioned earlier, compromises may need to be made in these processes, such as when dealing with human resources, budgeting and funding, the perhaps different needs of students and the community, and the standards expected by external agencies. Accurate, clear records that can be readily accessed and provided upon request lend credibility and respectability to these programs. All stakeholders want to see that the program is properly managed and run and to ensure that the students’ needs are given priority, rather than to simply fulfill the needs of the agency organization.
Many different grants for organizations and individuals who show promise in developing future artists are offered via the National Endowment for the Arts. For the programs discussed one such suitable grant is called “Access to Artistic Excellence.” That type of grant is intended to encourage and support creativity in the artistic sense, to preserve the diversity of our cultural heritage, and to increase the availability of the arts in communities nationwide. Many projects encompass the dual goals of excellence in an artistic sense and improved access. By providing funding to organizations meeting either of those requirements, they encourage the development of artists, simultaneously with providing the means to train and prepare them for performing in public. Whilst an organization may choose one or more category to fulfill their promise to the source of funding, in terms of evaluation requirements, the organization is obliged to satisfy at least one of the following criteria:
- Artists and those involved in the arts are able to stage works of an artistic nature;
- Both artistic works and traditional culture are maintained;
- Organizations work to enhance the realization of both artistic and public service objectives;
- Audiences nationwide will be able to experience a diverse range of art forms and artistic activities;
- Communities will be strengthened by those contributions from the arts. (National Endowment for the Arts, 2010).
It is worth noting at this point that the managers of any program hoping to receive external funding should be aware that their activities could need adjusting to meet standards set by others. Providing the requested information fully and without any bias adds credibility to such programs. However, program development should never cater solely for the requirements of its funding sources; ultimately it is the needs of the students and most other stakeholders that should be given priority.
References
“Access to Artistic Excellence.” (2010). National Endowment for the Arts: Music. Retrieved from
Preskill, H. & Jones, N. (2009). “Engaging Stakeholders in Developing Evaluation Questions.” University of Phoenix Classroom Materials.
Terao, K., Terao, K.L. & Yuen (2003). Practical Grant Writing and Program Evaluation. Brooks and Cole/Cengage Learning, Florence, KY. Print.
