Critical Connections between Participatory Evaluation, Organizational Learning and Intentional Change in Pluralistic Organizations

Suárez-Herrera, José Carlos; Springett, Jane; Kagan, Carolyn

doi:10.1177/1356389009105884

Cited by 51 publications

(37 citation statements)

References 92 publications

(209 reference statements)

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“…Everyday practice is informed by rules and rules are constructed in professional and institutional settings. This conception of practice gets us close to the engaged, democratic and participatory evaluator role exemplified in this issue by the article by Ivaldi, Scaratti and Nuti, following a well-trodden path (see for example Baur et al, 2010;Contandriopoulos and Brousselle, 2012;Gregory, 2000;Laperrière, 2014;Rebien, 1996;Suárez-Herrera et al, 2009).…”

Section: An International Journalmentioning

confidence: 83%

Standing back and looking forward: Editors’ reflections on the 20th Anniversary of Evaluation

Stern¹,

Saunders

Stame

2015

Evaluation

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For us this is a special issue at a particular moment: the journal Evaluation is marking its 20th anniversary, an occasion that challenges us to stand back and take stock -and to do so in a more nuanced way than the Social Science Citation Index on its own allows. 1 It offers an opportunity to reflect on the aspirations that launched Evaluation back in 1995, on where we are now, and where we might be going. As the editors of this special anniversary issue have all been active protagonists since the journal's launch, we are well placed to give an account of ourselves -even though many of our editorial priorities, developed in dialogue with authors, referees and readers, have only become clear to us through a rear-view mirror.

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Section: An International Journalmentioning

confidence: 83%

Standing back and looking forward: Editors’ reflections on the 20th Anniversary of Evaluation

Stern¹,

Saunders

Stame

2015

Evaluation

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“…Stakeholder involvement as an element of evaluation inquiry has received substantial attention in the evaluation literature as being central to the use of evaluation (Greene, 1988;Smits & Champagne, 2008;Suarez-Herrera, Springett & Kagan, 2009). However, what constitutes stakeholder involvement and which stakeholders to be involved has been a subject of controversy.…”

Section: Evaluation Inquirymentioning

confidence: 99%

Evaluation Inquiry in Donor Funded Programmes in Northern Ghana: Experiences of Programme Staff

Akanbang¹,

Yakubu²,

Dugle³

2016

Ghana J. Dev. Stud.

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An evaluation inquiry has been noted to have a significant influence on whether the evaluation outcomes are used or not. However, only limited studies have examined evaluation inquiry and its implication on the use of evaluation in Ghana. This study therefore seeks to contribute to knowledge on evaluation inquiry and the implications it has on evaluation use in Northern Ghana. Using a multistage sampling process as part of a broader study on evaluation inquiry and use in Northern Ghana, the study examined key elements of evaluation inquiry in 27 programmes implemented between the period 2000 and 2010 in Northern Ghana. Two main levels of data collection were carried out. The first level collected data on the programmes while the second level collected data from programme staff of three programmes as the units of enquiry. It emerged that evaluation was mostly externally funded, premium was placed on project completion evaluation; and evaluation was more an external accountability driven activity. The potential of mid-term evaluation to contribute to evaluation use was undermined by the tag associated with it as basis for the termination of programmes. The study therefore recommends building the evaluation capacity of staff and professionalization of evaluation practice in the country as a way of enhancing evaluation inquiry.

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“…A defining characteristic of participatory evaluation is the effort developed by a group of people working together in an interactive manner with the focus on the process, rather than on results (Suárez-Herrera et al 2009). The commitment to local control and capacity building means that participatory evaluation has the potential to enable practitioners to generate their own learning and support reflective practice (Hall and Hall 2004).…”

Section: The Research Projectmentioning

confidence: 99%

Transformative evaluation: organisational learning through participative practice

Cooper

2014

The Learning Organization

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Purpose – This research paper presents an innovative evaluation methodology which was developed as part of a doctoral research study in a voluntary sector youth organisation in England. Design/methodology/approach – The transformative methodology synthesises aspects of appreciative inquiry, participatory evaluation and transformative learning and engages the whole organisation in evaluating impact. Using an interpretive paradigm, data were collected from youth workers via semi-structured interviews prior and post implementation of the transformative evaluation methodology. Findings – Drawing on thematic analysis of the youth workers' experiences, it is argued that the illuminative and transformative nature of the methodology enabled the learning and development functions of evaluation to be realised. Further, it is argued that this form of evaluation not only supports the collection of evidence to demonstrate impact externally, but that the process itself has the potential to enhance practice, improve outcomes “in the moment” and promotes organisational learning. Research limitations/implications – The research findings are limited by the small-scale nature of the project. Further research is needed to investigate the supporting and enabling factors that underpin participatory practices in organisation evaluation; and in particular to investigate the experience of the managers and trustees as these were not the focus of this research. Originality/value – This article makes a significant contribution to knowledge in regard to the design and use of participatory evaluation. It evidences the benefits in relation to generating practice improvements and for practitioners themselves in terms of countering the negatives effects of performativity. Transformative evaluation offers an innovative structure and process through which organisational learning can be realised.

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Critical Connections between Participatory Evaluation, Organizational Learning and Intentional Change in Pluralistic Organizations

Cited by 51 publications

References 92 publications

Standing back and looking forward: Editors’ reflections on the 20th Anniversary of Evaluation

Standing back and looking forward: Editors’ reflections on the 20th Anniversary of Evaluation

Evaluation Inquiry in Donor Funded Programmes in Northern Ghana: Experiences of Programme Staff

Transformative evaluation: organisational learning through participative practice

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