Building Evaluation Capacity provides 72 activities for learning how to design and conduct evaluation studies. These activities address the entire evaluation process. Each activity includes an overview, instructional objectives, time estimates, materials needed, handouts, and procedures for effectively using the activity, whether there are a few participants or an unlimited number in small groups. To help the reader locate specific kinds of activities, the book includes a chart that names the activity, the time needed to implement the activity, and whether background information or knowledge is required prior to implementing the activity. The book also includes several strategies for forming groups and a glossary of instructional strategies.
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Editorial Reviews
Review
“Evaluative thinking is an acquired competence, not at all natural. This book offers the best and most comprehensive materials and exercises available for evaluation teaching and training. Students need practice to develop evaluation skills. These exercises provide opportunities to practice. Stakeholders need to learn to think evaluatively to participate meaningfully in evaluations. Every evaluation is therefore also a teaching opportunity and these materials facilitate the essential understandings needed to engage stakeholders. At the essence of all 72 activities presented by Preskill and Russ-Eft, from understanding different types of evaluation to making methods choices and analyzing data, is the challenge of thinking evaluatively. This book is a tremendous contribution to the profession.” (Michael Quinn Patton )
“This book is an excellent resource for classroom and field instruction as well as professional development.” (Katherine Ryan )
“Finally, here is a book that goes beyond the theory of evaluation, or the question of what evaluation entails. Instead, it provides hundreds of practical approaches to actually do it. Beyond being all you wanted to know but were afraid to ask, this answers questions most of us have never thought about. It is a remarkable gift to our profession.” (John H. Zenger )
“This book is an excellent resource for classroom and field instruction as well as professional development.” (Katherine Ryan )
“Finally, here is a book that goes beyond the theory of evaluation, or the question of what evaluation entails. Instead, it provides hundreds of practical approaches to actually do it. Beyond being all you wanted to know but were afraid to ask, this answers questions most of us have never thought about. It is a remarkable gift to our profession.” (John H. Zenger )
About the Author
Hallie Preskill, Ph.D., is a Professor of Organizational Learning and Instructional Technologies at the University of New Mexico, Albuquerque. She teaches graduate level courses in program evaluation (introductory and advanced), organizational learning, consulting, and organization and training design, development, and delivery. She coauthored Evaluative Inquiry for Learning in Organizations (Preskill & Torres, 1999), Evaluation in Organizations: A Systematic Approach to Enhancing Learning, Performance & Change (Russ-Eft & Preskill, 2001), Evaluation Strategies for Communication and Reporting: Enhancing Learning in Organizations (Torres, Preskill & Piontek, 2004), and Building Evaluation Capacity: 72 Activities for Teaching and Training (Preskill & Russ-Eft, 2004). Preskill also coedited Using Appreciative Inquiry in Evaluation (Preskill & Coghlan, New Directions for Evaluation #100, 2003) and the Human Resource Development Review (Russ-Eft, Preskill & Sleezer, 1997). She has served on the Board of Directors of the American Evaluation Association and the Academy of Human Resource Development and is the section editor of the Teaching Evaluation column in the American Journal of Evaluation. She received the American Evaluation Association’s Alva and Gunnar Myrdal Award for Outstanding Professional Practice in 2002 and the University of Illinois Distinguished Alumni Award in 2004. For over 20 years, she has provided workshops and consulting services in the areas of program evaluation, training, and organization development. She has also written numerous articles and book chapters on evaluation methods and processes, and has conducted program evaluations in schools and health care, nonprofit, human service, and corporate organizations.
Darlene Russ-Eft, Ph.D. is an assistant professor in the new School of Education at Oregon State University. She is also a principal in zmresearch, an evaluation and research group focused on human resource development in organizations, and has served as a faculty member of the Evaluator's Institute. She is the former Director of Research at AchieveGlobal, Inc. (one of the largest training and consulting firms) and the former Director of Research Services at Zenger-Miller (a training firm focused on leadership). She coauthored Evaluation in Organizations: A Systematic Approach to Enhancing Learning Performance, and Change (Russ-Eft & Preskill, 2001) and Everyone a Leader: A Grassroots Model for the New Workplace (Bergmann, Hurson, & Russ-Eft, 1999). She has also coedited What Works: Assessment, Development, and Measurement (Bassi & Russ-Eft, 1999), What Works: Training and Development (Bassi & Russ-Eft, 1999), and the Human Resource Development Review (Russ-Eft, Preskill, & Sleezer, 1997). She has served as the chair of the Research Committee of the American Society for Training and Development (ASTD) and as a member of the board of the American Evaluation Association. Dr. Russ-Eft is the current Editor of Human Resource Development Quarterly, a refereed journal of the Academy of Human Resource Development and ASTD. She received the 1996 Times Mirror Editor of the Year Award and the Year 2000 AHRD Outstanding Scholar Award. For over 20 years, she has consulted in the areas of program evaluation, research design, and training and development, and has conducted evaluations in corporate, government, health care, nonprofit, educational, and community-based organizations. She has written numerous articles and book chapters on evaluation and training and development.
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Most Helpful Customer Reviews
5.0 out of 5 stars
Evaluation Activities,
This review is from: Building Evaluation Capacity: 72 Activities for Teaching and Training (Paperback)
A very useful guide for teaching program evaluation principles. Great exercises to use in class and for assignments.
3 of 5 people found the following review helpful:
5.0 out of 5 stars
This book is an excellent resource!,
This review is from: Building Evaluation Capacity: 72 Activities for Teaching and Training (Paperback)
This book is a "must-have" for anyone in the evaluation field. Whether you are teaching evaluation or conducting evaluations, this book is an excellent resource. The activities are clear, relevant, and very effective at facilitating dialogue and provoking thoughts about the subject of evaluation.
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Inside This Book
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First Sentence:
Various definitions of evaluation have been offered over the years. Read the first page Key Phrases - Capitalized Phrases (CAPs): (learn more)
Sage Publications, Thousand Oaks, Building Evaluation Capacity, Materials Needed, Time Estimate, Instructional Objectives Participants, San Francisco, Instructional Method Small-group, Instructional Method Case, New York, American Evaluation Association, Human Resource Development Quarterly, American Journal of Evaluation, Procedures Prior, United States, American Psychological Association, Closed-Ended Surveys, Instructional Method Visual, New Mexico, Sample Management Plan, World Bank, Validity Based, Advisory Committee, American Educational Research Association, Human Resource Management Review New!
Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Surprise Me!
Various definitions of evaluation have been offered over the years. Read the first page Key Phrases - Capitalized Phrases (CAPs): (learn more)
Sage Publications, Thousand Oaks, Building Evaluation Capacity, Materials Needed, Time Estimate, Instructional Objectives Participants, San Francisco, Instructional Method Small-group, Instructional Method Case, New York, American Evaluation Association, Human Resource Development Quarterly, American Journal of Evaluation, Procedures Prior, United States, American Psychological Association, Closed-Ended Surveys, Instructional Method Visual, New Mexico, Sample Management Plan, World Bank, Validity Based, Advisory Committee, American Educational Research Association, Human Resource Management Review New!
Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Surprise Me!
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