Evaluator Competencies Standards for the Practice of Evaluation in Organizations
by Russ-Eft, Darlene F.; Bober, Marcie J.; de la Teja, Ileana; Foxon, Marguerite; Koszalka, Tiffany A.Edition: 1st
Format: Hardcover
Pub. Date: 2008-03-07
Publisher(s): Jossey-Bass
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Summary
Evaluator Competencies, based on research conducted by the International Board of Standards for Training, Performance, and Instruction (ibspti¨) identifies the competencies needed by those undertaking evaluation efforts in organizational settings. Classified into domains, these evaluator competencies have been rigorously validated, and are accompanied by practical descriptions in the form of performance statements associated with each competency. The authors discuss the challenges and obstacles in conducting such evaluations within dynamic, changing organizations, and provide methods and strategies for putting these competencies to use.
Author Biography
Darlene F. Russ-Eft, Ph.D., is associate professor in the Department of Adult Education and Higher Education Leadership within the College of Education at Oregon State University. Marcie J. Bober, Ph.D., is professor in and chair of the Department of Educational Technology at San Diego State University. Ileana de la Teja, Ph.D., is associate professor and researcher at Tele-University, the distance university of the University of Quebec in Montreal (UQAM). Marguerite Foxon, Ph.D., is a highly respected evaluation and performance improvement specialist who brings 25 years of experience in managing large-scale evaluation and global leadership development programs in Australia and the United States. Tiffany A. Koszalka, Ph.D., is associate professor of Instructional Design, Development and Evaluation within the School of Education at Syracuse University.
Table of Contents
| Tables, Exhibit, and Figures | p. ix |
| Foreword | p. xiii |
| Preface | p. xvii |
| Acknowledgments | p. xxi |
| The Authors | p. xxiii |
| Introduction | p. xxvii |
| The Ibstpi Evaluator Competencies: Development, Interpretation, and Application | |
| The Practice of Evaluation in Organizations | p. 3 |
| Practice-Oriented Atheoretical Approaches | p. 5 |
| Process-Driven Operational Approaches | p. 7 |
| Research-Oriented, Practice-Based Comprehensive Approaches | p. 10 |
| Conclusions | p. 12 |
| Questions for Consideration | p. 12 |
| In Search of Evaluator Competencies | p. 13 |
| Need to Determine Evaluator Competencies | p. 14 |
| Research Questions for the Examination of the Literature | p. 16 |
| Approach to the Literature Study | p. 16 |
| Results of the Literature Study | p. 18 |
| Conclusions | p. 37 |
| Questions for Consideration | p. 37 |
| Ibstpi Evaluator Competencies and Their Development | p. 39 |
| A Brief History of Competency Modeling | p. 40 |
| The ibstpi Competency Development Model | p. 40 |
| Assumptions Underlying the ibstpi Evaluator Competencies | p. 45 |
| Conclusions | p. 47 |
| Questions for Consideration | p. 48 |
| Discussion and Analysis of the Evaluator Domains and Competencies | p. 53 |
| Professional Foundations | p. 54 |
| Planning and Designing the Evaluation | p. 66 |
| Implementing the Evaluation Plan | p. 83 |
| Managing the Evaluation | p. 92 |
| Conclusions | p. 95 |
| Questions for Consideration | p. 95 |
| Use of the Evaluator Competencies | p. 97 |
| Competency Use by Those New to Evaluation | p. 99 |
| Competency Use by Experienced Evaluators | p. 100 |
| Competency Use by Managers | p. 101 |
| Competency Use in Academic Settings | p. 103 |
| Use by Consultants Providing Evaluation Seminars | p. 106 |
| Competency Use by Associations | p. 108 |
| Conclusions | p. 110 |
| Questions for Consideration | p. 110 |
| The Ibstpi Evaluator Competencies: Validation | |
| Some Foundational Research | p. 113 |
| The Foundational Research | p. 113 |
| The Program Evaluation Standards | p. 114 |
| Guiding Principles by the American Evaluation Association | p. 119 |
| Guidelines for Ethical Conduct by the Canadian Evaluation Society | p. 120 |
| Standards fur Evaluation of the Deutsche Gesellschaft fur Evaluation | p. 124 |
| Guidelines for Ethical Conduct of Evaluations and Code of Ethics of the Australasian Evaluation Society | p. 125 |
| Standards on Ethics and Integrity by the Academy of Human Resource Development | p. 127 |
| The King, Stevahn, Ghere, and Minnema Work on Essential Evaluator Competencies | p. 129 |
| The Engle, Altschuld, and Kim Survey of University-Based Evaluation Programs | p. 131 |
| Conclusions | p. 133 |
| Questions for Consideration | p. 133 |
| The Validation Research | p. 135 |
| Purpose and Scope of the Study | p. 135 |
| Procedures | p. 136 |
| Ratings of Criticality | p. 144 |
| Competency Ranking | p. 146 |
| Factors Contributing to Significant Differences | p. 149 |
| Implications for the Final Evaluator Competencies | p. 151 |
| Conclusions | p. 153 |
| Questions for Consideration | p. 153 |
| Future Directions | p. 155 |
| Focus of Evaluations | p. 156 |
| Outsourcing Evaluation | p. 157 |
| Professionalism and Accountability | p. 158 |
| Global Competence | p. 160 |
| Conclusions | p. 161 |
| Questions for Consideration | p. 161 |
| Appendixes | |
| ibstpi and Its History | p. 163 |
| Glossary | p. 167 |
| Evaluation Tools and Approaches | p. 173 |
| Annotated Bibliography | p. 177 |
| Professional Associations for Evaluators | p. 189 |
| References | p. 191 |
| Index | p. 199 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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