{"id":284,"date":"2021-10-04T08:41:40","date_gmt":"2021-10-04T08:41:40","guid":{"rendered":"https:\/\/torontoevaluation.ca\/competencies\/?p=284"},"modified":"2021-10-04T12:46:48","modified_gmt":"2021-10-04T12:46:48","slug":"webinar-1-thomas-schwandt","status":"publish","type":"post","link":"https:\/\/torontoevaluation.ca\/competencies\/index.php\/2021\/10\/04\/webinar-1-thomas-schwandt\/","title":{"rendered":"Webinar 1 | Thomas Schwandt"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\"><strong><strong><em>Evaluation Competencies in the Ages of Discontinuity<\/em><\/strong><\/strong><\/h2>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link\" href=\"https:\/\/torontoevaluation.ca\/competencies\/index.php\/webinars\/rethinking-evaluator-competencies-in-an-age-of-discontinuity-evaluations-response-to-the-pandemic\/\">Back to webinar 1<\/a><\/div>\n\n\n\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link\" href=\"#video\">Video<\/a><\/div>\n\n\n\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link\" href=\"#slides\">Slides<\/a><\/div>\n\n\n\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link\" href=\"#summary\">Speaker summary<\/a><\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator is-style-wide\" id=\"video\"\/>\n\n\n\n<h1 class=\"wp-block-heading\">VIDEO<\/h1>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-vimeo wp-block-embed-vimeo wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Webinar 1 | Thomas Schwandt.mp4\" src=\"https:\/\/player.vimeo.com\/video\/622346443?h=2b73e03ff0&amp;dnt=1&amp;app_id=122963\" width=\"676\" height=\"380\" frameborder=\"0\" allow=\"autoplay; fullscreen; picture-in-picture\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<hr class=\"wp-block-separator is-style-wide\" id=\"slides\"\/>\n\n\n\n<h1 class=\"wp-block-heading\">SLIDES<\/h1>\n\n\n<div class=\"ead-preview\"><div class=\"ead-document\" style=\"position: relative;padding-top: 90%;\"><iframe src=\"\/\/view.officeapps.live.com\/op\/embed.aspx?src=https%3A%2F%2Ftorontoevaluation.ca%2Fcompetencies%2Fwp-content%2Fuploads%2F2021%2F10%2FWebinar-1-Thomas-Schwandt.pptx\" title=\"Embedded Document\" class=\"ead-iframe\" style=\"width: 100%;height: 100%;border: none;position: absolute;left: 0;top: 0;\"><\/iframe><\/div><p class=\"embed_download\"><a href=\"https:\/\/torontoevaluation.ca\/competencies\/wp-content\/uploads\/2021\/10\/Webinar-1-Thomas-Schwandt.pptx\" download >Download Thomas&#8217; Slides [491.53 KB] <\/a><\/p><\/div>\n\n\n<hr class=\"wp-block-separator is-style-wide\" id=\"summary\"\/>\n\n\n\n<h1 class=\"wp-block-heading\">SPEAKER SUMMARY<\/h1>\n\n\n\n<p><strong>Five competencies:<\/strong><\/p>\n\n\n\n<ol class=\"wp-block-list\" type=\"1\"><li><em>Engage the broader architecture of evaluating practices<\/em><ol><li>Need to consider alliances with other applied researchers that are engaged in activities of valuing, judging and recommending.&nbsp;<\/li><\/ol><ol><li>Develop capacities to work in transdisciplinary\/interdisciplinary teams.&nbsp; Working with a variety of different kinds of knowledge producers, and blurring boundaries between practices to engage integrative knowledge to address complex problems. &nbsp;<\/li><\/ol><\/li><\/ol>\n\n\n\n<ul class=\"wp-block-list\"><li><em>Do collaborative knowledge work<\/em><ul><li>Participatory approaches. Experiential and the relational understanding of practitioners who are engaged with situations that they themselves are a part of.<\/li><\/ul><ul><li>Learning to work in uncertain futures, deal with contingent scenarios, and address issues of the wellbeing of underprivileged people marked by social and political change. &nbsp;<\/li><\/ul><ul><li>Expanded notions of collaborative knowledge work include things like: collective social learning, co-production, collaborative adaptive management, and triple loop learning.<\/li><\/ul><\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li><em>Expand the repertoire of questions evaluators ask<\/em><ul><li>Focus tends to be on questions of what works, effectiveness, efficiency and impact, and to some extent sustainability.&nbsp;<\/li><\/ul><ul><li>Need to ask questions like: What assumptions underlie our understandings of the problem we are addressing and our efforts to address it?&nbsp; Who gains and who loses from what we plan to do or have done?&nbsp; What should we do to address potential exclusion and marginalization of peoples in our activities?<\/li><\/ul><\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li><em>Develop epistemic fluency<\/em><ul><li>We work on real world problems and to do so we require different combinations of specialized and context dependent knowledge \u2013 different ways of knowing.&nbsp;<\/li><\/ul><\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li><em>Develop ethical and political fluency<\/em><ul><li>Developing ethical fluency involves developing moral expertise and capacity for normative analysis.&nbsp; It is the competency to state and clarify moral questions, and provide justified answers to those questions. &nbsp;&nbsp;<\/li><\/ul><ul><li>Moral expertise involves conceptualizing and elaborating on the meaning of norms, values and ends that are at stake in a particular intervention.<\/li><\/ul><ul><li>Developing political fluency means that evaluators focus on the political dimensions of acting and learning, as well as learning to deal with policy discord and moral disharmony.<\/li><\/ul><\/li><\/ul>\n\n\n\n<p>Current training in evaluation largely assumes that evaluators are dealing with values in a world of facts.&nbsp; <em>We need far more attention to value dimension of things than the factual dimension<\/em>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Evaluation Competencies in the Ages of Discontinuity VIDEO SLIDES SPEAKER SUMMARY Five competencies: Engage the broader architecture of evaluating practices Need to consider alliances with other applied researchers that are engaged in activities of valuing, judging and recommending.&nbsp; Develop capacities to work in transdisciplinary\/interdisciplinary teams.&nbsp; Working with a variety of different kinds of knowledge producers, [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"class_list":["post-284","post","type-post","status-publish","format-standard","hentry","category-webinar-1","post-preview"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v24.6 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Webinar 1 | Thomas Schwandt - Evaluation Competencies in Unprecedented Times<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/torontoevaluation.ca\/competencies\/index.php\/2021\/10\/04\/webinar-1-thomas-schwandt\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Webinar 1 | Thomas Schwandt - Evaluation Competencies in Unprecedented Times\" \/>\n<meta property=\"og:description\" content=\"Evaluation Competencies in the Ages of Discontinuity VIDEO SLIDES SPEAKER SUMMARY Five competencies: Engage the broader architecture of evaluating practices Need to consider alliances with other applied researchers that are engaged in activities of valuing, judging and recommending.&nbsp; 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