Developing Interpersonal Skills of Evaluators: A Service-Learning Approach

Abstract

The challenge and opportunity for the field of evaluation is to prepare evaluators with sophisticated interpersonal competence alongside technical research skills. This article shows that service-learning, a “real-world” pedagogical model, holds promise as a way to educate students in evaluation while developing their interpersonal skills. While other community-based approaches offer experiential applications of evaluation methods, service-learning adds the important element of reflection to deepen student learning. A course that employed the “client-based” service-learning approach, individual-to-group student assignments, practice with interpersonal skills, and ongoing reflection activities is presented as a pedagogical approach to expand the range of interpersonal skills that can be developed among students. Student surveys showed that the course conveyed many benefits beyond technical knowledge of evaluation: use and awareness of important interpersonal skills, growing insight into their community and its people, growth of professional self-confidence, and kindling an interest in the field of evaluation.

Conceptualizing and Engaging in Reflective Practice: Experienced Evaluators’ Perspectives

“…A helpful example and resource is Jewiss and Clark-Keefe's (2007) work on activities for the training of evaluators in RP skills for self-reflection. Interpersonal and facilitation skills: Providing intentional, reflective coursework and opportunities to interact in a safe place will help to develop listening, assertiveness, conflict management, and dialogue skill sets (e.g., Smith, 2020;Warner, 2020). Interestingly, current literature has found professional evaluators lacking in this area (Dewey et al, 2008;Galport & Azzam, 2017).…”

“…Implications of this study’s findings for the training and professional development of evaluation professionals include: Critical self-awareness: Incorporating educational activities for evaluators that focus on positionality and self-awareness will further develop evaluators’ ability to be reflective in and on their practice. A helpful example and resource is Jewiss and Clark-Keefe’s (2007) work on activities for the training of evaluators in RP skills for self-reflection. Interpersonal and facilitation skills: Providing intentional, reflective coursework and opportunities to interact in a safe place will help to develop listening, assertiveness, conflict management, and dialogue skill sets (e.g., Smith, 2020; Warner, 2020). Interestingly, current literature has found professional evaluators lacking in this area (Dewey et al, 2008; Galport & Azzam, 2017).…”

Navigating the awkward, challenging social context of evaluation

“…Practising evaluation using relational methods demands a ‘sixth sense’ (Stevahn & King, 2014, p. 142). Within a small sample of relevant literature, interactions are variously described as ‘delicate and challenging’ (Donaldson, 2001, p. 360), ‘enormously important’ (Abma, 2006, p. 187), ‘overwhelmingly complex’ (King & Stevahn, 2013, p. 10), ‘sophisticated’ (Warner, 2020, p. 432) and a ‘very difficult – and perhaps even impossible – juggling act’ (McKegg, 2003, p. 232). Evaluators must balance the dual messages: ‘Don’t worry, I come in peace’, and ‘.…”

“…Some recent studies have looked into the development and mastery of social competencies in practice: Warner (2020) examined the social skill-building of evaluation students, and Garcia and Stevahn (2020) analysed narratives and insights shared by experienced evaluators around interpersonal competence. A survey of the 2020 issues of The American Journal of Evaluation , the Evaluation Journal of Australasia and Evaluation Matters found very little discussion of social challenges (in nine of 57 papers, at least one sentence relating to social competency matters was evident), and just two brief mentions of the emotional or wellbeing impacts of these challenges on evaluators.…”

Empowering A Career Transition Program Among Disabled Students: The Educators’ Experience

“…Readiness in Implementing Students' Skills Level Identification In implementing career transition program among the disabled, Warner (2020) is in the opinion that educators have to be able to identify certain skills related to positive selfdevelopment especially among those with communication disability. Respondent 1 shared, besides identifying main skills to be acquired by individual student, educators too need to identify factors that affect students' development in various domains.…”