|
The Influence of Dissemination on Different Evaluation Stakeholders
|
| Presenter(s):
|
| Marisa Sklar, San Diego State University, skoister@yahoo.com
|
| Georg E Matt, San Diego State University, gmatt@sciences.sdsu.edu
|
| Abstract:
Previous research has only begun to illuminate the effects of various dissemination techniques across multiple stakeholder groups. However, for evaluators' findings to be influential (Kirkhart, 2000), they must be communicated in a way that enhances stakeholders' knowledge. Greater understanding of the influence of, preference for, and beliefs following dissemination of evaluation findings can help inform future evaluation and dissemination efforts. The University of California San Diego's Health Services Research Center (HSRC) was contracted by San Diego County Mental Health (CMH) to evaluate measures assessing client recovery. After evaluating a number of measures, HSRC disseminated its findings employing multiple dissemination techniques. CMH then chose the outcome measures for implementation. Findings will be presented (a) describing the dissemination process, (b) comparing the influence of and preference for different dissemination techniques between stakeholder groups, and (c) assessing the associations between stakeholders' involvement in the dissemination process and their beliefs regarding these outcome measures.
|
|
An Analysis of Evaluation and Its Influence on Organizational Learning
|
| Presenter(s):
|
| Shu-Huei Cheng, National Taiwan Normal University, shcheng@ntnu.edu.tw
|
| Abstract:
Much writing has been devoted to advocating the role of evaluation in organizational learning. However, there is a lack of empirical research in the field. Organizational learning, furthermore, is inextricably linked to the context in which evaluation is conducted. A case study, therefore, was conducted to examine the relationship between evaluation and organizational learning in an eastern cultural context. This study purposively sampled a junior high school that had implemented a school-based teacher evaluation, which was funded by the Ministry of Education in Taiwan to enhance staff development and student learning since 2005. This paper will analyze how teachers learn about and from the evaluation. Learning at the individual, team, and organizational levels was also identified. The paper finally will propose suggestions for the ways in which evaluation facilitates organizational learning and makes a difference in our increasingly complex and changing world.
|
|
Shaping Organizational Strategy Development Through Non-traditional Evaluation Activities
|
| Presenter(s):
|
| William Bickel, University of Pittsburgh, bickel@pitt.edu
|
| Jennifer Iriti, University of Pittsburgh, iriti@pitt.edu
|
| Catherine Awsumb Nelson, Independent Consultant, catawsumb@yahoo.com
|
| Abstract:
Enhancing the utility of evaluation to support organizational learning continues to be an important focus for the profession. The literature on evaluation use stresses the importance of going beyond traditional evaluation roles as one way to strengthen use. This paper describes a non-traditional use of evaluative inquiry to shape strategy development for a private foundation. The evaluators retrospectively analyzed the foundation's diverse, multi-year portfolio of investments in a variety of educational choice initiatives. The non-traditional evaluation approach focused on informing strategy development through the construction of a retrospective outcomes framework across the investment portfolio. Specific activities included identifying the assumptions underlying past strategies, verifying whether assumptions were met, infusing key principles from the educational choice literature, assessing the evolving political context, and arraying empirical data against the outcomes framework. Findings were used by the foundation as a basis for shifting their approach to investing in educational choice.
|
| | |