Building Capacity for Organizational Learning Through Evaluative Inquiry

Abstract

In this article we argue that evaluation is an event-driven and productoriented activity needs to be reconsidered and reconceptualized in light of continuous changes organizations are experiencing.We describe how evaluative inquiry for organizational learning offers organization members a way of integrating inquiry processes into their daily work practices, with the outcome being learning and improved personal and professional performance.We first define evaluative inquiry for organizational learning, then describe the four learning processes that undergird evaluative inquiry. From here we explain the three phases of evaluative inquiry for organizational learning and conclude with a discussion of issues evaluators and practitioners may face in implementing this approach. IntroductionThe amount of organizational change occurring today is unprecedented. The burgeoning literature on this subject that provides advice, empirical research, case studies, and evaluations argues that today's organizations: (1) are context bound and driven, (2) are made up of people who experience change differently, (3) have many cultures, (4) include formal and informal communication structures, and (5) are politically charged. Continuous organizational change is resulting in less organizational stability and a redefinition of who we are and what we do in the workplace. The traditional structures that have given us a feeling of solidity and predictability are vanishing. This shift has placed a greater emphasis on the need for fluid processes that can change as an organization and its members' needs change. Instead of the traditional rational, linear, hierarchical approach to managing jobs, which focused on breaking down job tasks, and isolating job functions, tomorrow's jobs will be built on establishing networks of relationships. Workers will require listening, communicating, and group facilitation skills to get the work Evaluation

Usos e influência da avaliação em saúde em dois estudos sobre o Programa Nacional de Controle da Dengue

“…Esse empreendimento requer integração da avaliação às atividades institucionais, fazendo parte dos elementos organizacionais, da cultura, das lideranças, dos sistemas e estruturas, e dos canais de comunicação. Necessita-se, assim, o alinhamento de valores, atitudes e percepções entre os atores envolvidos, avaliadores e tomadores de decisão para que apoiem e encorajem a aprendizagem organizacional 31,32 . A lição a ser aprendida, sugerida por Thoenig 33 (p. 57), é relativamente otimista: "não são especialistas ou sistemas sofisticados que contam... as barreiras para a avaliação não são tanto profissionais, técnicas ou intelectuais, mas sim, pragmáticas".…”

Evaluation Capacity Building as a Means to Improving Policy Making and Public Service in Higher Education

“…Thus, this could lead to increased organizational learning, which can be understood as "the vehicle for utilizing past experiences, adapting to environmental changes and enabling future options" Evaluation Capacity Building … (Berends et al 2003). The learning process can use different means, such as dialogue, reflection, asking questions, identifying and clarifying values, beliefs, assumptions and knowledge (Preskill and Torres 1999), but in order for participants to become involved, they need to have the proper motivation to learn about evaluation and use it. In addition to motivation, participants need the organization to offer them "leadership, support, resources, and the necessary learning climate" (Taylor-Ritzler et al 2013) so that the impact of ECB becomes visible.…”

Reflexive Dialogues

“…While House and Howe (1999) relate dialogue to rational deliberation, I relate dialogue to reflection (see Preskill and Torres, 1999). Reflection means that one is willing to pause in a conversation, to spend time and be willing to explore more deeply what seems to be essential for the participants.…”