Implications of the pandemic for rethinking evaluator competencies
When people’s lives are at risk, evaluation may seem, or even be, less important
Traditional ways of conducting evaluations simply don’t work
Everyone is an Evaluator
An evaluator’s job is to help build on what exists in a setting
The power of people in community
Free Range Evaluation
Commitment to building people’s capacity to do and use evaluation
Funders rarely interested in paying for capacity building; they typically support accountability and Western “science”
Implications for “training” evaluators
(Note: there is a difference between education and training)
Enter every evaluation context with humility and an openness to learning (add to this: curiosity, nimbleness, and empathy)
Be willing NOT to be the expert. Not everyone can do this – unlearning is required. Raises questions about how we select people to become evaluators. Are there some people who have an innate sense and ability?
Foster, support, and believe in evaluation capacity building
Build on the knowledge systems people already have in place (Indigenous knowledge)
How to work in communities
You need the support of positional leaders
Identify, support, collaborate with evaluation advocates in situ (do not call them evaluation champions – this is seen as competitive)
Develop/teach/learn from evaluation liaisons – community members who learn enough about evaluation to engage others, advocate, and support the process
A key requirement: commitment over the long haul
This is not how most contracts are written
Must be able to respond to evolving contexts/crises
Suggests why teaching community members may be a cost-effective way to proceed
“Start where you are. Use what you have. Do what you can.” – Arthur Ashe
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