Evaluation Capacity Building

Preskill, H., & Boyle, S. (2008). A Multidisciplinary Model of Evaluation Capacity Building. American Journal of Evaluation 29(4), 443–459.

Evaluation Capacity Building (ECB) has become a hot topic of conversation, activity and study in recent times. This paper offers a comprehensive model for designing and implementing ECB activities and processes. The model draws on the fields of evaluation, organisational learning and change and adult learning.

Trigers for ECB usually come from external demands (accountability, environmental change, policies and plans) or internal needs (organisational change, mandate from leadership, perceived lack of knowledge and skills, increased funding, perceived shortage of evaluators, desire to improve programs).

Assumptions are also required and may include: '(a) organization members can learn how to design and conduct evaluations, (b) making learning intentional enhances learning from and about evaluation, and (c) if organization members think evaluatively, their programs will be more effective' (p.446).

And expectations of any ECB effort may include:

• Evaluations will occur more frequently 
• Evaluation findings will be used more often for a variety of purposes (including program improvement, resource allocations, development of policies and procedures, current and future programming, and accountability demonstrations)
• Funders will be more likely to provide new, continuing, and/or increased resources
• The organization will be able to adapt to changing conditions more effectively
• Leaders will be able to make more timely and effective decisions
• The organization will increase its capacity for learning

The paper looks at each of the 10 teaching and learning strategies (from the inner left circle), but then goes on to stress the importance of the design and implementation of any initiative. With Design, the following are of importance: 

• identifying ECB participants characteristics - need to assess the evaluation competence of potential participants
• determining available organisational resources - including facilitation and time
• relevant evaluation, learning and individual and organisational change theories
• ECB objectives - cognitive, behavioural and affective

** some good references here on improving attitudes towards evaluation and reducing stress and anxiety around evaluation***

There is a section on transfer of learning and acknowledgement that dialogue, reflection and articulating clear expectations for what and how to transfer knowledge and skills are critical for longer term impacts of ECB (p453).

In terms of sustainable practice, the right circle of the model is described in more detail, with each of the 8 elements discussed. And finally the diffusion element is explored. The authors have used a water or reverberations to depict emanation from the organisation.

They conclude that for ECB to be transformational, efforts must be intentional, systematic and sustainable. (p. 457)