Evaluator Competencies

Abstract

This article explores the overlaps and disconnects between the competencies evaluators acquire during graduate school and those required and desired by employers. To investigate this relationship, two different surveys are administered, one for job seekers and the other for employers; 205 postings in the American Evaluation Association job bank were analyzed. The findings suggest that employers, job seekers, and job posters generally agree on the importance of some competencies, such as quantitative analyses and data management. However, some skills desired by employers, such as interpersonal, project management, and presentation skills, differ from skills that job seekers acquire in graduate school. Opportunities for additional experiences in real-world evaluation settings could fill these gaps. Implications for training and future research on training in evaluation are discussed. E valuation training, specifically requisite evaluation skills, has been a central concern since the field's inception. Despite the proliferation of alternative training avenues for evaluators, continued deliberation persists of what knowledge and skills should be gained as well as where and how. For example, between 2003 and 2006, approximately 40 panels, debates, roundtables, think tanks, demonstrations, skill-building workshops, expert lectures, and multipaper sessions were offered at the annual American Evaluation Association (AEA) conference on the topic of evaluation competencies alone. Topics ranged from providing graduate evaluation training through an apprenticeship model, to how the context of evaluation affects the use of evaluation competencies, and to performance evaluation tools for rating evaluators' knowledge and technical skills (American Evaluation Association [AEA], n.d. a).One of these AEA conference sessions is a recurring metaroundtable sponsored by the Graduate Student and New Evaluators Topical Interest Group. This roundtable functions as a forum for novice evaluators in search of a first job or a different position, and it provides them with an informal venue for discussing career issues with seasoned evaluators. To provide a comprehensive perspective, session organizers invite practitioners from various sectors (e.g.,

Community, Theory, and Guidance: Benefits and Lessons Learned in Evaluation Peer Mentoring

“…The most recent literature on evaluation training has focused on categoriza tion and classification of evaluation course offerings, courses taken by evaluators, and training needs of evaluators (Christie et al, 2014;Davies & MacKay, 2014;Galport & Azzam, 2016;LaVelle & Donaldson, 2010). There has also been a surge in the literature about evaluator competencies (Dewey, Montrosse, Schröter, Sul lins, & Mattox, 2008;Dillman, 2012;King & Podems, 2014).…”

“…Evaluators also seek to gain experience and supplemental education through professional development workshops. Hosts of these workshops include the American Evaluation Association, the Canadian Evaluation Society, the Cent ers for Disease Control and Prevention, The Evaluators' Institute, the Center for Culturally Responsive Evaluation and Assessment, and a number of university departments and affiliates (Dillman, 2012). Further, many global voluntary organ izations for professional evaluation (VOPEs) also offer professional development workshops and seminars for evaluators (Catsambas, Segone, de Silva, & Saunders, 2013).…”

20 Years Later: Reflections on the CES Student Evaluation Case Competition

“…Engagement in professional activities, including being members of a pro fessional evaluation organization and attending conferences, was identifi ed as one of the most important educational experience among graduate students in evaluation ( Dillman, 2012 ). The case competition supports these educational experiences by providing beneficial contacts and networking opportunities with their local CES chapter ( Courtney & Etchegary, 2003 ) and at the CES national conference for those who participate as finalists ( Courtney & Etchegary, 2003 ;Seasons & Myers, 2003 ).…”

“…Th e benefits of the competition extend beyond students: coaches have an op portunity to improve teaching and mentorships skills by supporting students in the case competition ( Seasons & Myers, 2003 ). Specifically, mentorship has been found to be important in supporting the development of competencies among student evaluators ( Dillman, 2012 ;Levin-Rozalis & Rosenstein, 2003 ), and the case competition creates an opportunity for students to receive one-on-one men toring from an evaluator who can help students build connections between theory and practice and provide valuable feedback and resources during the preparation process.…”

Technical and Vocational Education in Malaysia: Policy, Leadership, and Professional Growth on Malaysia Women

“…According to Dewey, Montrosse, Schroter, Sullins, and Mattox (2008), the TVE system has been changing rapidly since its presence in education based on work related issues with business and industry. There are also students who give credit to the TVE institutions for offering programs which are in convenient and accessible places and support their academic success of obtaining knowledge and skills required by the industries (O'Gara, Mechur, & Hughes, 2009).…”