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«The Development and Initial Validation of Competencies and Descriptors for Canadian Evaluation Practice Brigitte Maicher Net Results and Associates ...»

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3.0 Situational Practice Domain Competencies focus on the application of evaluative thinking in analyzing and attending to the unique interests, issues, and contextual circumstances in which evaluation skills are being applied. Two sample competencies are provided.

Competency 3.1 Descriptors of the Competency Respects the 1) Assess and appreciate the characteristics and conditions of uniqueness of the evaluation site for the program/project evaluation the site Competency 3.2 Descriptors of the Competency Examines 1) Assess the organizational structure and culture of the program/project organizational, 2) Recognize and monitor the political influences that may affect political, com- the evaluation munity, and 3) Understand and be responsive to the community in which the social contexts evaluation will occur

4) Understand and be responsive to the social context in which the evaluation will occur

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Table 1. (Continued)

4.0 Management Practice Domain Competencies focus on the process of managing a project or evaluation, such as budgeting, coordinating resources, and supervising. Two sample competencies are provided.

Competency 4.1 Descriptors of the Competency Defines work 1) Develop a scope statement for the evaluation, listing the tasks parameters, to be included in the evaluation plans, and 2) Develop a work plan to include all phases of the evaluation agreements including tasks, deliverables, milestones, scheduling, and resources, and who is responsible for each task

3) Attend to emerging realities of the evaluation

4) Conduct contract negotiations between the stakeholders requesting funding for the evaluation and evaluation consultant Competency 4.3 Descriptors of the Competency Attends to 1) Apply the Canadian/US Joint Committee Program Evaluation issues of evalua- Feasibility standard and the ethical guidelines of the Canadian tion feasibility Evaluation Society

2) Determine if the evaluation project should not occur, or if it should not occur at the time the evaluation is requested (evaluability evaluation)

5.0 Interpersonal Practice Domain Competencies focus on people skills, such as communication, negotiation, conflict resolution, collaboration, and diversity. Two sample competencies are provided.

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THE VALIDATION RESEARCH

Validating is “finding or testing the truth of something” (Wordnet, Princeton University, 2014). For the purpose of developing competencies and descriptors, validation meant ensuring that the Canadian evaluation community considered them to be the key attributes of competent evaluators.

The foundation upon which the Canadian competencies were built had already been the subject of repeated validation exercises. The Taxonomy of Essential Competencies for Program Evaluators, first published by King, Stevahn, Ghere, and Minnema in 2001 and later revised by the same team (Stevahn et al., 2005), acted as the foundation for the Canadian Cross-walk of Program Evaluator Competencies (Canadian Evaluation Society, 2008). In the initial validation, the authors of the Taxonomy used a Multi-Attribute Consensus Reaching procedure with 31 participants representing diverse evaluator roles, training, and experience in Minnesota, USA. After the 2001 publication, King and the others consulted with over 100 individuals to obtain further input into the initial set of competencies. The team incorporated this input into the revised taxonomy in 2005. They also conducted a thorough cross-walk of the competencies with reference to three documents: The Program Evaluation Standards endorsed by the Joint Committee on Standards for Educational Evaluation (1994), the Guiding Principles for Evaluators endorsed by the American Evaluation Association (2005), and the Essential Skills Series endorsed by the Canadian Evaluation Society (1999). Using a similar approach, CES held broad consultations in Canada on the CES version, including a 2008 CES member survey to which 99 of the 1500 members (approximately 5%) responded (Buchanan & Kuji-Shikatani, 2014). Of these, a majority (75%) agreed that “overall the CES Competencies for Canadian Evaluation Practice provided a good basis for the development of credentials” (p. 37). Additional consultations were held across Canada by CES chapters, reaching approximately 17% of the membership.

The Credentialing Sub-Committee developed the following objectives for its

subsequent validation exercise:

1. To seek expert opinion and feedback on the proposed competencies and their related descriptors to augment the base for CES adoption of these.

2. To refine as needed the draft evaluator competencies.

3. To refine and ensure that the descriptors reflect key aspects of the competencies.

It was felt essential to have input from selected experts of the evaluation community. The committee proceeded with measured caution, keeping in mind that we were building a foundation that could generate further refinement and development. At this early stage in the CES experience with professional designations, a rigorous validity study was not undertaken. The aim was to generally increase reliability and validity, and it was felt that a fairly informal approach was appropriate at this stage. The credential to be offered by the CES was to indicate doi: 10.3138/cjpe.29.3.54 CJPE 29.3, 54–69 © 2015 62 Maicher and Frank that “[t]he holder has provided evidence of education and experience required to be considered a competent evaluator” (Canadian Evaluation Society, 2010).





The credential was not meant as a certification, that is, proof of attainment as measured by an examination or some other process. An external body such as a credentialing board would aim to determine the skills the applicant may have received in their education or training and review experiential evidence related to the competencies. The descriptors provided details of desirable background, knowledge, skills, and dispositions related to the competencies.

RESULTS OF THE INITIAL VALIDATION EXERCISE

Invitations went to the 46 evaluators who were on the list of CES award winners at that time (recipients of more than one award were counted once). A total of 17 invited experts responded (6 addresses were returned as not valid).

Respondents represented three sectors: universities (4), private firms (11), and government (2). Eight were located in Ontario, with the rest fairly equally distributed over all other provinces. Primary areas of work indicated by the respondents show a broad cross-section: health care, education, youth, government, policing, organizational development, human services, policy, business, training, UN, and teaching. In answer to the question about evaluation specialty, 14 respondents described a wide variety: (a) outcomes; (b) all aspects of evaluation;

(c) health and social services; (d) research evaluation; (e) teach, research, practice;

(f) federal government; (g) organizational development and design; (h) general;

(i) community-based evaluations; (j) generalist program design; (k) assessment cost-effectiveness; (l) program design; (m) economic and financial aspects of evaluation, data-based measurement of effects; and (n) conducting multimethods program evaluation.

Respondents rated domains, competencies, and descriptors for their appropriateness to Canadian evaluator practice. The categories on the four-point scale were “inappropriate,” “somewhat appropriate,” “appropriate,” and “very appropriate.” Comments were invited. The ratings revealed overall strong support of the taxonomy among the expert reviewers. Ratings for individual domains, competencies, and descriptors were generally quite high, with some exceptions.

COMPETENCY DOMAINS

Combining the “appropriate” and “very appropriate” categories (see Table 2), the results for the domains showed the strongest support for Technical Practice (100%) and the least for Reflective Practice (77%). The only domain that received the "inappropriate" rating was Reflective Practice (2 of the 17 respondents). However, as the domain names were not yet associated with competencies, lack of familiarity with the term may have influenced the initial responses. When the competencies provided definitions of the domain, it became clear that only two of the competencies for the Reflective Practice domain were rated low.

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INDIVIDUAL COMPETENCIES

Support among the expert reviewers for competencies was strong. For the most part, competencies in all domains received “appropriate” or “very appropriate” ratings. Competencies in the Technical Practice domain received very strong support, with three competencies earning 100% “very appropriate” ratings. For an overview of the results of ratings for the 45 competencies, here are the highest “very appropriate” ratings for competencies in each of the domains:

Reflective Practice (total of 6 competencies)

• Applies professional evaluation standards (81%).

Technical Practice (total of 14 competencies)

• Understands the knowledge base of evaluation (100%)

• Develops evaluation designs (100%)

• Defines evaluation methods (100%).

Situational Practice (total of 9 competencies)

• Serves the information needs of intended users (73%).

Management Practice (total of 6 competencies)

• Identifies required resources (73%).

Interpersonal (total of 9 competencies)

• Uses written and verbal communication skills (71%)

• Demonstrates professional credibility (71%).

Of the 45 competencies, only the following five received below 75% when “appropriate” and “very appropriate” ratings were combined. Note that the three that were rated under 70% were considered “somewhat appropriate.”

• Pursues professional networks and self-development (74%)

• Attends to issues of evaluation use (66.7%)

• Attends to issues of organizational change (73.2%)

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• Shares evaluation expertise (66.7%)

• Coordinators and supervises others (66.7%).

Comments on the competencies gave suggestions for refinement and for additional competencies, and in some cases questioned the competency. Here are

some examples:

Missing: develops reliable and valid measures/tools as well as appropriate software skills.

----------------------------------------------------------------------------------------------------Attends to issues of evaluation use” doesn’t seem strong enough. Instead of “shares evaluation expertise” (or in addition to) I’d like to see something on evaluation capacity-building.

----------------------------------------------------------------------------------------------------One can be a competent evaluation manager without supervising others.

----------------------------------------------------------------------------------------------------Demonstrating credibility isn’t a competency on its own... demonstrating evaluator competencies then demonstrates credibility.

----------------------------------------------------------------------------------------------------In response to the comments, several changes were made: clarifying wording, removing redundancies, splitting double-barreled competencies, and adding new competencies, to arrive at a final total of 49 competencies.

DESCRIPTORS OF EACH COMPETENCY

Support among the expert reviewers for the 200 descriptors was generally strong. With “appropriate” and “very appropriate” ratings combined, the results were as follows:

–  –  –

The following are examples of descriptors with ratings of 100% (“appropriate” and “very appropriate” combined):

• Understand the program and the logic model

• Clarify expectations

• Take into account values and assumptions underlying the purpose

• Negotiate changes as required, and specify the evaluation questions.

Examples of descriptors with ratings under 75% (“appropriate” and “very appropriate” combined) include the following:

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The high approval for the descriptors in the Technical Practice domain echoes the strong support for this domain (Table 2). Although the Reflective Practice domain received the lowest acceptance (Table 2), most descriptors in this domain were rated very high, suggesting we may be correct in attributing the lower rating for the domain to an initial lack of familiarity with the term. The exception to the high Reflective Practice descriptor ratings were those for Competency 1.4: “Considers human rights and the public welfare in evaluation practice.” This competency’s five descriptors ranged from 28% to 35% (“appropriate” and “very appropriate”).

Respondents who commented on the descriptors offered many varied suggestions for improvement. These comments were carefully noted and changes were made in accordance with the recommendation, resulting in a final total of 206 descriptors.

The overall results of the expert review showed strong support for the taxonomy as a whole. Having drafted the descriptors, we were pleased with positive feedback on our efforts but were also happy to see suggestions for improvement.

Both competencies and descriptors need further refinement and updating by experts from broadly ranging evaluation practices.

CHALLENGES

As members of the subcommittee helping CES develop the first evaluator professional designation in the world, we encountered several challenges. Chief among them were the resources required to carry out this project. All members of the subcommittee worked on a pro-bono basis and invested significant amounts of their time and expertise. While the competencies were built on a foundation of work conducted by others, the descriptors required extensive primary research that was at times curtailed by pressing timelines.



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