| Abstract:
Process use in evaluation continues to focus on having individuals learn about their programs, evaluative inquiry, and each other (Preskill, Zuckerman, & Matthews, 2003). This raises questions about how individuals learn, how we know they've learned and how this learning contributes directly to knowledge building within organizations (Coghlan, Preskill, Tzavaras Catsambas, 2003; Cousins & Shulha, 2006; Eoyang, 2006). This session begins by visiting the relationship of evaluation to newer conceptions of organizations (Eoyang, 2001); learning (Fostaty Young & Wilson, 2000); and knowledge building (Shulha & Shulha 2006), and how these conceptions might alter the role of the evaluator.
Following this introduction, participants will work together using a common case study to explore the utility of the ideas/connections/extensions (ICE) taxonomy for assessing depth of individual learning, and the containers/differences/exchanges (CDE) framework for the analysis of organizational learning. Closure activities will give participants an opportunity to focus on when and how these tools might compliment their own evaluator toolkit.
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