Step 6 – Act on Findings

Key points

  • Engage interest holders to translate evaluation findings into actionable decision-making.
  • Key products of this step are 1) Anticipated use of the evaluation findings by interest holders, 2) Communication, reporting and dissemination strategy; and 3) Relevant evaluation product(s) on which the interest holders can act.

Overview and Importance

Facilitating the use of evaluation findings requires planning, collaboration, and commitment from the evaluators and interest holders to act on these findings and recommendations. Since evaluation findings do not translate into action automatically, this step is an essential element in the evaluation cycle.

The important components of this step are:

  1. Planning how the findings will be used
  2. Preparing the findings for use
  3. Facilitating the insights into actions

Refer to the full-length CDC Program Evaluation Action Guide for additional information, examples and worksheets to apply the concepts discussed in this step.

Planning the Findings for Use

Planning for how the evaluation findings and recommendations will be used happens throughout the evaluation process. For example, when evaluators collaborate with interest holders to develop the evaluation design, questions, and indicators (Step 3 and Step 4), they also consider the use of the evaluation findings. Questions to consider at each step of the evaluation process to prepare for use of the evaluation findings include:

  • Who will use the findings?
  • What data, insights, or recommendations will be used?
  • When will they be used?
  • How will they be used?

Preparing the Findings for Use

Planning ways to communicate evaluation findings and updates throughout each step of the evaluation process helps to build trust between the evaluators and interest holders. This could involve planned periodic discussions to share updates, seek feedback, or to review interim findings.

Existing structured approaches that encourage rapid use of findings throughout the evaluation process include the Knowledge-to-Action1 and Data-to-Action Frameworks2. The steps and considerations for how to complete a rapid feedback cycle, based on the Data-to-Action Framework are:

  1. Clarifying intent that explains the purpose, intended users, questions that need to be answered, low-cost data collection strategies, and staff roles
  2. Collecting "good enough" data to collect and analyze data quickly
  3. Producing a brief memo that highlights the major findings with a narrative and visuals. Distribute the memo after the data have been collected and analyzed.
  4. Engaging in a reflective debrief with intended users about the findings that includes learnings, implications, and any actions required
  5. Making decisions to gather more information before taking actions, take no action, or take action to make adjustments to the program

Communicating Evaluation Findings

There are various ways you can communicate evaluation findings to interest holders. Important communication considerations to keep in mind are:

Timing

The timeframe for when the message will be delivered.

Style

The type of communication style that will be used when delivering the message. These can be mixed and should be tailored to each audience.

Tone

The tone of voice (pitch, volume, speed, body language) or tone of writing set the mood for the message and how it will influence the audience.

Source

The individual who sends the message.

Format

The method that will be used to share the message with the audience.

Channel

The way that the message will travel between the sender and receiver. This can be either spoken or written, depending on the message format that was chosen.

Context

The setting where the message will be delivered, and the expectations of those who will receive the message.

Facilitating Insights to Action

Evaluators serve as facilitators for interpreting the findings, uncovering and applying insights, and preventing misuse. Evaluators also are responsible for identifying how to encourage interest holders to use the evaluation findings and how to support the users after they receive the evaluation findings. Possible questions that evaluators can consider are:

  • What support do you think you need to understand and apply the findings to your work?
  • Following the review of the evaluation results, how much time would you need before you act on the findings and recommendations?
  • Who will serve as the champion for the findings and recommendations and prevent misuse?
  • How much influence do you expect the evaluation findings to have?
  • How have past evaluations been used?
  • What types of data and findings are needed to support decision-making, and what types of data and findings are viewed by leadership as credible?
  • Who needs to be involved for the evaluation to be influential?
  • How will the interest holders know afterwards if the evaluation was used as intended?

Applying the Cross-Cutting Actions and Evaluation Standards to Step 6

As with all the evaluation framework steps, it is important to integrate the evaluation standards and cross-cutting actions when acting on findings in Step 6. See Table 10 in the CDC Program Evaluation Framework, 2024 to determine if you have effectively applied the evaluation standards and cross-cutting actions.

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About CDC Approach to Program Evaluation; About Office of Policy, Performance, and Evaluation
  1. Wilce, M., Fierro, L.A., Gill, S., Perkins, A., Kuwahara, R., Barrera-Disler, S., Orians, C., Codd, H., Castleman, A.M., Nurmagambetov, T., Anand, M. (2021). Planting the Seeds for High-Quality Program Evaluation in Public Health. Atlanta, GA: Centers for Disease Control and Prevention, National Center for Environmental Health, Division of Environmental Health Science and Practice, Asthma and Community Health Branch. Retrieved from http://www.cdc.gov/asthma/program_eval/PlantingSeeds_eTextbook-508.pdfCenters for Disease Control and Prevention. (2014). Applying the Knowledge to Action (K2A) Framework: Questions to Guide Planning. Atlanta, GA: Centers for Disease Control and Prevention, U.S. Deptartment of Health and Human Services.
  2. Zakocs, R., Hill, J.A., Brown, P., Wheaton, J., Freire, K.E. (2015). The Data-to-Action Framework: A Rapid Program Improvement Process. Health Educ Behav. 42(4):471-9. doi: 10.1177/1090198115595010. PMID: 26245935; PMCID: PMC5990006.