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Navigating Through the Evaluation Capacity Building Literature: A Compass for Future Practice
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| Presenter(s):
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| Shanelle Boyle,
Claremont Graduate University,
shanelle.boyle@gmail.com
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| Hallie Preskill,
Claremont Graduate University,
hallie.preskill@cgu.edu
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| Abstract:
As a result of the growing interest in evaluation capacity building (ECB) across organizational sectors around the world, the literature in this area has expanded over the last few years. This paper will present a survey of the ECB literature, spanning the years of 2000-2007, to help attendees develop a better understanding of what is and is not currently known about ECB. The specific populations, sectors, strategies, theoretical frameworks, timing, challenges, and findings that have been purposed, studied, and reported in the ECB literature will be identified, and areas that need further research to advance the field's understanding of how to design and implement effective ECB will be discussed. A handout summarizing the current literature will also be provided.
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Program Evaluations: A Tool to Prevent Organizational Learning Disabilities
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| Presenter(s):
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| Bill Thornton,
University of Nevada, Reno,
thorbill@unr.edu
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| Steve Canavero,
University of Nevada, Reno,
scanavero@gmail.com
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| Ricky Medina,
Carson City School District,
rmedina@carson.k12.nv.us
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| Abstract:
Knowledge, organizational learning, and related innovations have become increasingly critical to the successful operation of social organizations. In a complex society, organization learning is necessary for continuous progress; however, it is often limited by functions, policies, and structures of the organization itself. Senge (1990) identified learning disabilities, which promote continual repetition of common mistakes and/or perpetration of erroneous thinking. This paper will briefly summarize organizational learning disabilities and discuss how they prevent organizational learning. Specifically, this paper will analyze how systemic approaches, systems thinking, and program evaluations can reduce learning disabilities and promote organization learning. The interactions among evaluations, existing knowledge, developed knowledge, effective communication, and leadership will be illustrated. Methods by which organizations might develop structures and procedures to promote learning, through effective evaluations will be presented and specific examples will be provided.
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What Organizational Characteristics Facilitate Using Evaluation for Organizational Learning in North Carolina's Nonprofit Sector?
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| Presenter(s):
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| Deena Murphy,
National Development and Research Institutes Inc,
murphy@ndri-nc.org
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| Abstract:
Research on the utilization of evaluation suggests that organizational characteristics significantly influence the extent to which evaluation findings are used to support learning and decision-making. Despite this, little empirical research has looked at the intercorrelations between use of evaluation and organizational characteristics, such as stakeholder engagement, supportive leadership and a learning climate. Using data gathered from 284 nonprofits across North Carolina, this research uses a path analysis model to examine the multiple organizational factors associated with the use of evaluation for organizational learning. How do factors such as leadership and a learning climate impact organizational use of evaluation? How does level of stakeholder engagement in the evaluation process relate to program and organizational use of evaluation? While these questions will not be definitively answered, the goal is to provide a useful foundation for future research into issues of evaluation and organizational learning in the nonprofit sector and beyond.
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