Search

Internal evaluators can lead positive, helpful, promotive interactions among colleagues to make evaluation more appropriate, understandable, and accessible. As the motivations and abilities of non-evaluator colleagues are highly varied, interpersonal skills help facilitate cooperation and promote evaluation. Social interdependence theory from social psychology can assist with understanding teamwork and developing interpersonal competence. While the literature links social interdependence theory with evaluation, there is limited understanding of its application in practice. In this article, we share our internal evaluation experiences in three Australian nonprofit organizations to elucidate how we harnessed social connections and interpersonal dynamics to achieve cooperative goals. The purpose of this article is to share our process for using theory and literature to assist with reflecting, planning, and acting, around the way we interact with colleagues. Evaluators may find this process useful when considering how to personalize professional development around interpersonal competencies for evaluation.

Based on interviews and case studies in nonprofit organizations, this article examines the perspectives of evaluation advocates undertaking evaluation in culturally diverse contexts where interpersonal barriers may exist. Participants provided insights into how to overcome issues by developing meaningful interpersonal relationships, finding shared goals, and providing encouragement. This article presents practical strategies that anyone promoting evaluation may find helpful to develop positive interpersonal relationships and equitable and inclusive working environments. [ABSTRACT FROM AUTHOR]

Background: Evaluation offers non-profit organizations an opportunity to improve their services, demonstrate achievements, and be accountable. The extant literature identifies individuals who can enhance the uptake of evaluation as evaluation champions. However, a paucity of detail is available regarding how to identify these individuals and the support they require. Purpose: This research investigated the characteristics and motivations of evaluation champions and examined how they promoted and embedded evaluation in organizational systems. Setting: Australian human and social service non-profit organizations. Research design: Drawing upon the literature and social interdependence theory, the research took an interpretivist perspective to collaboratively generate knowledge about evaluation champions. The aim was to understand and develop a reconstruction of the characteristics of individuals who are considered evaluation champions. This article constitutes a component of a larger research project. Data Collection and Analysis: This research used purposive sampling to recruit champions working in Australian nonprofit organizations. Individuals were identified via descriptive criteria gleaned from a literature review. The research involved interviewing 17 participants, 4 of whom also participated in organizational case studies. Analysis of the semi-structured interviews and case studies generated information about the activities, strategies, motivations, and attributes of individuals who championed and advocated for evaluation. Findings: This article argues that evaluation advocate is the preferable descriptor for a person with no or limited evaluation knowledge, skills, abilities, or responsibilities who is attempting to embed evaluation by cultivating mutually beneficial interactions and cooperative working relationships. We define evaluation advocates as individuals who motivate others and provide energy, interest, and enthusiasm by connecting evaluation with colleagues' personal aspirations and organizational goals to make judgments about effectiveness. This article includes a field guide to facilitate identification, recruitment, support, and development of evaluation advocates. [ABSTRACT FROM AUTHOR]