Evaluation and Organizational Learning: Past, Present, and Future

Level models of continuing professional development evaluation: a grounded review and critique

“…In terms of 'how', discussion traditionally draws on wider discussions of methodology to contrast quantitative approaches, particularly experimental and quasi-experimental designs (Campbell 1975, Cook, et al, 2010 with approaches that seek to explore the subject of the evaluation using more qualitative methods such as thick description and case study (Parlett andHamilton 1976, Stake 1986) or approaches that draw on the traditions of connoisseurship and criticism (Eisner 1985). Finally, in terms of 'who' should participate in evaluation and determine its outcomes, the history of evaluation exhibits a wide range of perspectives from those which give the key role to the evaluators themselves (Scriven 1976), through those who focus on the importance of commissioners and managers (Stufflebeam 1983) to those who seek to engage a wider range of stakeholders (Patton 1997;Guba and Lincoln 1989), including some who place a particular emphasis on the participative processes (Cousins andEarl 1995, Torres andPreskill 2001) or on the engagement of the disempowered (House 1991, Fetterman 1996. We will return to the 'how' and 'who' questions later.…”

“…However, the ways in which evaluation purposes are constructed raise important ethical issues (Elliott and Kushner 2007), and beyond this as academics our stance has a strong enlightenment focus, with a major concern for 'learning' about the programmes we study, placing them in context and, insofar as this is possible, generating understanding that can be extended beyond the case at hand (Torres and Preskill 2001;Coote et al, 2004). The analysis in this paper, by exploring the ways in which level models have been used to evaluate CPD programmes while explicitly linking them to underlying ontological positions, helps to explore this tension.…”

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".…”

Using hybrid models to support the development of organizational evaluation capacity: A case narrative

“…Compared to external evaluators brought into the organization to work on specific projects for a limited period of time, internal evaluators are better able to facilitate environments that are conducive to learning, to act as change agents focused on organizational improvement and development, and to empower their organization (Compton, Glover-Kudon, Smith, & Avery, 2002;Morabito, 2002;Sonnichsen, 1999;Torres & Preskill, 2001;Trevisan, 2002).…”