Summary
Contents
Subject index
How does evaluative inquiry contribute to organizational learning? How can we practice evaluative inquiry in ways that maximize individual and team learning? This book provides a data-based approach to organizational learning and change and focuses on the use of evaluative inquiry processes with organizations rather than across large-scale, multi-site programs. It contains four illustrative case studies, interview extracts, strategy plans and flow charts, diagrams and advice boxes that consultants can use for implementing their own training and development sessions.
The Practice of Evaluative Inquiry
The Practice of Evaluative Inquiry
Readers familiar with the evaluation literature and field may be asking “How is evaluative inquiry for learning in organizations different from other collaborative, participatory, empowerment, or developmental approaches to evaluation?” This is a fair question. We believe that to varying degrees, each of these evaluation approaches positions the evaluator as a facilitator of learning in which stakeholders and program participants learn about themselves, each other, and the program through their involvement in the evaluation process (Brunner & Guzman, 1989; Cousins & Earl, 1992, 1995; Greene, 1988; Patton, 1994, 1997; Shapiro, 1988).
Whereas empowerment evaluation is more rooted in the politics of liberation and self-determination (Fetterman, 1994, 1996) than are participatory, collaborative, or developmental forms of evaluation, all ...
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