Competency-based program evaluation: A contingency approach

Ingle, Marcus D.; Klauss, Rudi

doi:10.1016/0149-7189(80)90043-9

Cited by 8 publications

(8 citation statements)

References 19 publications

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“…Skills in communication, policy and social analysis are vital. 29 Research has to be meaningful and convenient to the people and organizations with whom the researcher is working. Intervention research is about contributing directly to the implementation of actions to improve the population's health.…”

Section: The Skill Set Of An Intervention Researchermentioning

confidence: 99%

What Is Population Health Intervention Research?

Hawe

Potvin

2009

Can J Public Health

254

141

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Population-level health interventions are policies or programs that shift the distribution of health risk by addressing the underlying social, economic and environmental conditions. These interventions might be programs or policies designed and developed in the health sector, but they are more likely to be in sectors elsewhere, such as education, housing or employment. Population health intervention research attempts to capture the value and differential effect of these interventions, the processes by which they bring about change and the contexts within which they work best. In health research, unhelpful distinctions maintained in the past between research and evaluation have retarded the development of knowledge and led to patchy evidence about policies and programs. Myths about what can and cannot be achieved within community-level intervention research have similarly held the field back. The pathway forward integrates systematic inquiry approaches from a variety of disciplines.

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Section: The Skill Set Of An Intervention Researchermentioning

confidence: 99%

What Is Population Health Intervention Research?

Hawe

Potvin

2009

Can J Public Health

254

141

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“…Nonetheless, several frameworks identifying evaluator tasks and skills have been proposed (e.g., see Anderson & Ball, 1978;Covert, 1992;Mertens, 1994;Sanders, 1979;Worthen, 1975). Content also has been proposed for preparatory and staff development programs in evaluation (e.g., see Altschuld, 1995;Ingle & Klauss, 1980;Sanders, 1986). None of the tasks, skills, or content frameworks, however, have been derived from a systematic process or validated by empirical consensus building among diverse professionals in the field.…”

Section: Introductionmentioning

confidence: 99%

Toward a Taxonomy of Essential Evaluator Competencies

King

Stevahn²,

Ghere³

et al. 2001

American Journal of Evaluation

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This article discusses an exploratory study designed to determine the extent to which evaluation professionals, representing diverse backgrounds and approaches, could reach agreement on a proposed taxonomy of essential evaluator competencies. Participants were 31 diverse individuals in the field of program evaluation in the greater Minneapolis-St. Paul, Minnesota area who systematically engaged in a Multi-Attribute Consensus Reaching process. Both quantitative and qualitative results predominantly indicated consensus on more than three-fourths of the proposed competencies. Areas of disagreement reflected the role- and context-specific nature of evaluation practice.

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“…Être « évaluateur » dans un contexte institutionnel, en éduca-tion, santé, bien-être, consiste à exercer une profession relativement nouvelle, en pleine expansion, et qui se situe dans la famille des professions de management (Windle et Neigher, 1978;Ingle et Klauss, 1980;Stanfield et Smith, 1984). De ce fait, et afin qu'elle ne soit pas perçue comme une duplication de professions déjà existantes, il importe de préciser la nature et le champ d'activité de cette spécialité.…”

Section: Profession : Spécialiste En éValuationunclassified

“…Selon Ingle et Klauss (1980), l'expertise que fournit un évaluateur à son client se définit par les compétences que doit posséder ce professionnel. Ces dernières se répartissent en quatre champs d'application : 1) les compétences d'ordre technique, 2) les compétences liées à l'analyse politique d'un programme ou d'une institution, 3) les compétences d'ordre administratif, et 4) les compétences personnelles et interpersonnelles.…”

Section: Services Professionnels Et Expertiseunclassified

L’évaluateur dans un contexte institutionnel : proposition d'un code de déontologie

Bolduc

Plante

2005

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La conduite d'une évaluation va bien au-delà de l'utilisation de modèles méthodologiques. Elle demande à l'évaluateur de créer des conditions de réalisation favorables et d'adopter une démarche professionnelle basée sur un modèle de conduite où l'éthique et la déontologie supportent la réalisation de l'évaluation. Dans cet article, les auteurs font le point sur les principaux aspects pouvant influencer la conduite d'une évaluation, sur la nécessité de disposer d'un référentiel de conduite professionnel, afin de réduire et de résoudre les problèmes éthiques, et, finalement, ils proposent un code de déontologie pour l'évaluateur

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Competency-based program evaluation: A contingency approach

Cited by 8 publications

References 19 publications

What Is Population Health Intervention Research?

What Is Population Health Intervention Research?

Toward a Taxonomy of Essential Evaluator Competencies

L’évaluateur dans un contexte institutionnel : proposition d'un code de déontologie

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