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E-raamat: Utilization-Focused Evaluation

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(Utilization-Focused Evaluation, Saint Paul, MN),
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  • Ilmumisaeg: 07-Oct-2021
  • Kirjastus: SAGE Publications Inc
  • Keel: eng
  • ISBN-13: 9781544379487
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  • Formaat: PDF+DRM
  • Ilmumisaeg: 07-Oct-2021
  • Kirjastus: SAGE Publications Inc
  • Keel: eng
  • ISBN-13: 9781544379487
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"The Fifth Edition of the bestselling Utilization-Focused Evaluation provides expert, detailed advice on conducting evaluations that promote effective use of the findings. Chock full of useful pedagogy, this book presents Michael Quinn Patton's distinctive opinions based on more than forty years of experience, and also the expertise of new co-author Charmagne E. Campbell-Patton. The authors begin by describing the essence of utilization-focused evaluation, and then outline 10 operating principles. They conclude with chapters focused on how evaluation can be used to promote a more thoughtful, equitable, and sustainable world. Richly illustrated with examples, figures, and cartoons, this engaging texts shows readers how to design and conduct evaluations that provide useful findings, and which contribute to a more equitable society"--

The Fifth Edition of the bestselling Utilization-Focused Evaluation provides expert, detailed advice on conducting evaluations that promote effective use of the findings. Chock full of useful pedagogy, this book presents Michael Quinn Patton's distinctive opinions based on more than forty years of experience, and also the expertise of new co-author Charmagne E. Campbell-Patton. The authors begin by describing the essence of utilization-focused evaluation, and then outline 10 operating principles. They conclude with chapters focused on how evaluation can be used to promote a more thoughtful, equitable, and sustainable world. Richly illustrated with examples, figures, and cartoons, this engaging texts shows readers how to design and conduct evaluations that provide useful findings, and which contribute to a more equitable society.
Preface xv
Acknowledgments xxiii
About the Authors xxiv
Part 1 What Utilization-Focused Evaluation Is And Why It Matters 1(82)
Chapter 1 The What, Why, How, Who, When, and Where of Utilization-Focused Evaluation
3(16)
What Is Program Evaluation?
4(1)
Utilization-Focused Evaluation
5(4)
What Is Utilization-Focused Evaluation?
5(1)
Why U-FE?
6(1)
How Is U-FE Done?
6(1)
Who Is U-FE for?
7(1)
When Is U-FE Done?
8(1)
Where Is U-FE Done?
8(1)
Questioning as an Inquiry and Design Framework
9(1)
Intended Use by Intended Users
10(3)
Alternatives and Barriers to Utilization-Focused Evaluation
13(2)
Evaluation Use as a Value Proposition
15(1)
Summary and Conclusion
15(4)
Chapter 2 The Essence of Utilization-Focused Evaluation Expressed as Minimum Specifications
19(28)
MIN SPEC
1. Honor the Personal Factor: Identify and Engage Primary Intended Users
21(2)
A Personal-Factor Exemplar: Engaging Educational Leaders in Evaluation
22(1)
MIN SPEC
2. Be Purpose-Driven: Focus on Priority Intended Uses
23(4)
A Purpose-Driven Exemplar: Evaluation for Improvement
26(1)
MIN SPEC
3. Facilitate Process Use: Be Active, Reactive, Interactive, and Adaptive in Engaging Users in All Aspects of the Evaluation
27(7)
The Impacts of Process Use
32(2)
Process Use as Capacity Building
32(1)
Process as Outcome
33(1)
A Process Use Exemplar: Organization-Wide Learning
33(1)
MIN SPEC
4. Take a Full-Journey Stance: Focus on Use From Beginning to the End
34(6)
Readiness
34(2)
Pay Attention Along the Way
36(1)
Endings: Follow Up to Support Utilization
36(1)
Full-Journey Stance Premise
36(4)
Readiness: Baseline Associations With and Perceptions of Evaluation
37(2)
A Full-Journey Stance Exemplar: Developmental Evaluation as Maori
39(1)
MIN SPEC
5. Adapt to Context Changes: When the Context for an Evaluation Changes, the Evaluation May Have to Change
40(4)
A Contextual Adaptation Exemplar: The 2020 Global Health Pandemic
42(2)
Summary and Conclusion
44(3)
Chapter 3 Utilization-Focused Evaluative Thinking
47(18)
How We Make Decisions
47(2)
Evaluation Logic
49(2)
The Logic of Evaluation-With a U-FE Twist
50(1)
Statistical Analysis as Rigorous Thinking
51(3)
Evaluative Thinking as a Form of Reasoned Argument
54(1)
Rigorous Evaluative Thinking
55(3)
Utilization-Focused Evaluative Thinking
58(2)
Intersection of the Personal and Professional
60(1)
Summary and Conclusion
61(4)
Chapter 4 The High Stakes of Evaluation Use, Nonuse, and Misuse
65(18)
Evaluation for Accountability
65(2)
Organizational Culture and Evaluation Use
66(1)
Determining What Works
67(1)
Using Local Evaluations
68(1)
Beyond Good Intentions
69(1)
Politics and Evaluation
69(2)
The High Stakes of Evaluation Use
71(1)
Speak Truth to Power, but What Happens When Those With Power Aren't Listening
71(1)
The 2020 Global Coronavirus Pandemic: Political Lessons About Evaluation Use
72(5)
Clear and Credible Communications
73(2)
Pandemic Evaluation Contributions When Evaluations Were Used
75(2)
Timeliness of Evaluation Use
77(1)
Evaluation Use in the Information Age
77(1)
Use of Knowledge in Daily Life
78(1)
Summary and Conclusion
78(5)
Part 2 Utilization-Focused Evaluation Principles 83(220)
Chapter 5 Guide to Utilization-Focused Evaluation Principles
85(10)
Principles Versus Rules and Recipes
85(1)
Effectiveness Principles
86(1)
Utilization-Focused Evaluation Principles
86(2)
Overarching and Operating Principles
87(1)
Guide: Framework for Principles
88(1)
Guide: Applied to Utilization-Focused Evaluation
88(2)
Alignment of Personal and Professional Principles
90(1)
Principles-Focused Evaluation Applied to Utilization-Focused Evaluation
90(1)
Summary and Conclusion
91(4)
Chapter 6 Contextualize: U-FE Operating Principle 1
95(18)
A Situation Analysis Example
96(2)
The Situation Analysis Challenge
98(2)
Force Field Analysis
100(1)
Additional Factors to Assess
100(2)
Distinguishing Simple, Complicated and Complex Situations, and Interventions
102(5)
Simple Evaluation Challenges
102(1)
Complicated Evaluation Challenges
103(1)
Complex Evaluation Challenges
103(4)
Special Contextual Challenges
107(3)
Summary and Conclusion
110(3)
Chapter 7 Personalize: U-FE Operating Principle 2
113(16)
10 Tips for Identifying Primary Intended Users
115(7)
Examples of Working With Primary Intended Users
121(1)
Facilitation Challenges Working With Intended Users
122(1)
Diversions Away From Primary Intended Users
122(5)
Summary and Conclusion
127(2)
Chapter 8 Customize: U-FE Operating Principle 3
129(26)
Purpose Decisions Connected to Situation Analysis
130(2)
Intended Uses Menu: Six Alternative Evaluation Purposes
132(14)
Purpose
1. Judging Overall Merit, Worth, and Significance
133(2)
Purpose
2. Learning and Improvement
135(2)
Purpose
3. Accountability
137(3)
Purpose
4. Monitoring for Internal Management and Oversight.
140(2)
Purpose
5. Generating Knowledge and Lessons
142(2)
Purpose
6. Supporting Innovation and Adaptation: Developmental Evaluation
144(2)
Applying Purpose and Use Distinctions
146(6)
From Purpose to Data Collection
148(2)
Examples of How Purpose Affects Use
150(2)
Making Menu Selections: Connecting Decisions to Uses
152(1)
Summary and Conclusion
152(3)
Chapter 9 Align: U-FE Operating Principle 4
155(18)
Focusing Evaluation Questions
156(8)
Generate Actionable Questions
157(2)
Three Lessons to Guide Question Formulation
159(2)
Three U-FE Question Formulation Challenges
161(1)
Generate Actionable Questions
162(1)
Skill in Question Formulation
162(1)
The Focus in Utilization-Focused Evaluation
162(2)
Aligning Users' Questions With Design and Methods
164(4)
Controversy About U-FE Approach to Methods Decision-Making
164(1)
Principles of Methodological Engagement With Primary Intended Users
165(3)
Facilitation Challenges In Making Methods Decisions With Primary Intended Users
168(1)
Finding the Sweet Spot
168(1)
Involving Intended Users in a Technical Decision
168(1)
Summary and Conclusion
169(4)
Chapter 10 Prioritize: U-FE Operating Principle 5
173(22)
From MIN SPEC to Principle
173(1)
Preparation and Readiness
174(2)
Simulate Use of Findings Before Data Collection
176(3)
An Ancient Practice Example
177(2)
Fabricating Data for Simulation
179(1)
Ongoing Attention to Use During Data Collection
179(1)
Challenges Along the Way
180(1)
Making Sense of Findings
181(8)
Four Steps to Generating Useful Findings
181(1)
Answering the What Question: Utilization-Focused Analysis With Intended Users
182(1)
Preparing for Analysis
183(2)
Facilitating Analysis
185(1)
Facilitating Interpretation
186(1)
Rendering Judgment
187(2)
Generating Recommendations
189(1)
Putting It All Together
189(1)
Findings From Data Analysis
190(1)
Interpretation
190(1)
Judgment
190(1)
Recommendation Options
190(1)
Summary and Conclusion
190(5)
Chapter 11 Engage Users: U-FE Operating Principle 6
195(18)
Utilization-Focused Evaluation Facilitation
195(2)
Tips for Being Active-Reactive-Interactive-Adaptive
197(7)
Facilitation Tips Summary
201(1)
Regional Economic Development Agency Facilitation Example
202(2)
Facilitation Principles
204(6)
Five Operating Principles for Evaluation Facilitation
204(5)
Principles-Focused Evaluation Example
209(1)
Summary and Conclusion
210(3)
Chapter 12 Strategize Process Use: U-FE Operating Principle 7
213(24)
Process Use Defined
214(1)
Five Process Use Facilitation Tasks
215(5)
Process Use for Organization-Wide Learning: An Illuminative Example
220(1)
Evaluation Models That Spotlight Process Use
221(5)
Evaluation Approaches That Center on User Engagement
221(2)
Principles for Use in Guiding Collaborative Approaches to Evaluation
223(3)
The Power of Group Processes
226(1)
Changed Evaluator Role: From Independent Judge to Social Change Facilitator
227(1)
Process Use as Intervention-Oriented Evaluation
227(3)
Intervention-Oriented Evaluation
230(1)
Challenges to Process Use
230(2)
Being Thoughtful and Ethical
231(1)
Summary and Conclusion
232(5)
Chapter 13 Adapt: U-FE Operating Principle 8
237(16)
Focus on Being Adaptive
237(1)
Utilization-Focused Evaluation for Adaptive Management
238(1)
Six Examples of Evaluation Adaptation
239(2)
Adapting to a Critical Community Incident
239(1)
Targeting Disparities
239(1)
Program Participants Change
240(1)
Going to Scale
240(1)
Adapting to Change in Program Resources
240(1)
Adapting to COVID-19 Trauma
240(1)
Evaluator as Adaptive Problem Solver
240(1)
Adapting Evaluation Designs and Implementation
241(2)
Adaptation as Mindset
242(1)
Risk Assessment to Anticipate Adaptation
242(1)
Turbulent Environments and Changing Goals
243(1)
Adaptability as Agility
244(1)
Agile Evaluation
244(2)
The Agile Manifesto
246(2)
Creating the Conditions for Evaluation Adaptability
248(1)
Summary and Conclusion
249(4)
Chapter 14 Mobilize Follow-Through: U-FE Operating Principle 9
253(16)
Utilization-Focused Reporting
254(1)
Fear of Negative Findings
255(2)
Prospect Theory and Evaluation
256(1)
Generating Actionable Recommendations
257(3)
10 Guidelines for Generating Useful Recommendations
258(2)
Follow-Through: Completing The Endgame
260(1)
Follow-Through as an Evaluation Standard of Excellence
260(1)
Follow-Through in Practice: Endgame Examples
261(3)
The Challenge of Meeting Information Needs and Expectations
262(1)
Example of Follow-Through at an Organizational Level
263(1)
10 Follow-Through Lessons
264(1)
Summary and Conclusion
265(4)
Chapter 15 Reflect and Learn: U-FE Operating Principle 10
269(16)
Reflective Practice
270(1)
Single-, Double-, and Triple-Loop Learning
271(1)
Reflexivity
272(1)
How Evaluators Influence Cultural Competence and Responsiveness
273(1)
The Utilization-Focused Evaluator's Role and Values
274(2)
Learning Over Time: Building Momentum for Use Across Evaluations
276(1)
The Utilization-Focused Evaluation Flywheel
276(4)
The Momentum of the Flywheel
279(1)
Forward Motion
279(1)
Summary and Conclusion
280(5)
Chapter 16 Learning Breakthroughs in Applying Utilization-Focused Evaluation Principles
285(18)
Lessons Learned About Utilization-Focused Evaluation Principles
285(11)
From Steps to Principles
296(3)
Maintain Evaluation Use as the Quintessential Criterion of Evaluation Excellence
299(1)
Summary and Conclusion
300(3)
Part 3 New, Emergent, And Urgent Directions For Utilization-Focused Evaluation 303(70)
Chapter 17 The High Stakes of Evaluative Thinking and Reality-Testing
305(16)
Evaluation in the Context of a Post-Truth World
305(2)
Original High Hopes for Evaluative Thinking
307(1)
Evaluation and Rationality
307(1)
Reality Check: Evaluations Largely Unused
308(1)
The High Stakes of Evaluative Thinking
308(2)
Assessing What Is Good
310(2)
The Banality of Goodness
310(1)
The Banality of Evaluation
311(1)
Thoughtlessness in a Post-Truth World
312(3)
Infodemic
312(3)
Thinking Globally
315(4)
Evaluation in the Epoch of the Anthropocene
315(1)
Toward a Balanced Assessment
316(1)
Blue Marble Evaluation
317(1)
Thinking Glocally
318(1)
Summary and Conclusion
319(2)
Chapter 18 Using Evaluation to Contribute to a More Equitable and Sustainable World
321(24)
Values and Valuing
322(1)
Stake's Position on Evaluators' Values
323(2)
Morality and Ethics of Evaluation
325(2)
Whom Does an Evaluation-and an Evaluator-Serve?
326(1)
Contributing to Social Betterment as an Intended Use
326(1)
Serving the Common Good
327(4)
Equity: No One Left Behind
328(1)
Evaluation Commitments to Equity
329(1)
Evaluator Competence
330(1)
Contextualization (U-FE Principle 1): Equity Situation Analysis
331(4)
Equity Through a Social Justice Lens
332(1)
An Evaluation of Systemic Racism
333(2)
Equity-Focused Evaluation
335(1)
U-FE and Equity
336(1)
Sustainability
336(2)
Contextualization: Sustainability Situation Analysis
337(1)
Responses to the Climate Emergency
337(1)
Sustainability as a Universal Evaluation Criterion
338(1)
U-FE and Sustainability
339(1)
Equity and Sustainability as Mutually Reinforcing Criteria
339(2)
Facilitating U-FE Consideration of the Criteria of Equity and Sustainability
340(1)
Utilization-Focused Evaluation Approach to Facilitating Criteria Priorities
341(1)
Summary and Conclusion
342(3)
Chapter 19 Evaluation for Transformation
345(18)
Transformation Means "No One Left Behind"
346(1)
Transformation, Transformation, Transformation
346(2)
Contextualizing: Situation Analysis
346(2)
Evaluating Transformation
348(5)
Evaluate Transformation Fidelity
348(5)
Utilization-Focused Evaluation for Transformation Exemplar
353(5)
Principles-Focused Transformation and Evaluation
355(2)
Systems Thinking Integrated With Evaluative Thinking
357(1)
The World's First Blue Marble Evaluation
357(1)
Future Utilization-Focused Directions for Transforming Evaluation to Evaluate Transformation
358(2)
Evaluation for a Transformed Future
359(1)
Syndemic
360(1)
Summary and Conclusion
360(3)
Chapter 20 Utilization-Focused Evaluation for Transformation: Toward a More Thoughtful, Equitable, and Sustainable World
363(10)
Five Decades of Utilization-Focused Evaluation and Forward Into the Future
368(3)
The Evolution of Evaluation Practice
368(1)
The Evolution of Utilization-Focused Evaluation
369(2)
Transformation Wisdom
371(2)
References 373(16)
Index 389
Michael Quinn Patton is author of more than a dozen books on evaluation including Qualitative Research & Evaluation Methods, 4th ed (2015), Blue Marble Evaluation (2020), Principles-Focused Evaluation (2018), Facilitating Evaluation (2018) and Developmental Evaluation (2011). Based in Minnesota, he was on the faculty of the University of Minnesota for 18 years and is a former president of the American Evaluation Association (AEA). Michael is a recipient of the Alva and Gunnar Myrdal Evaluation Practice Award, the Paul F. Lazarsfeld Evaluation Theory Award, and the Research on Evaluation Award, all from AEA He has also received the Lester F. Ward Distinguished Contribution to Applied and Clinical Sociology Award from the Association for Applied and Clinical Sociology. In 2021 he received the first Transformative Evaluator Award from EvalYouth. He is an active speaker, trainer, and workshop presenter who has conducted applied research and evaluation on a broad range of issues and has worked with organizations and programs at the international, national, state, provincial, and local levels. Michael has three childrena musician, an engineer, and an evaluatorand four grandchildren. When not evaluating, he enjoys exploring the woods and rivers of Minnesota, where he lives.

Charmagne Campbell-Patton is second-generation evaluator and twelfth generation European settler based in Mnisota Makoce. Her professional experience spans fifteen years of program design, implementation and evaluation work across a range of fields, including youth engagement, education, criminal and juvenile justice and philanthropy. She specializes in qualitative research methods and utilization-focused developmental evaluation. Charmagne holds a BA in Political Science from Grinnell College and an MA in International Peace and Conflict Resolution from American Universitys School of International Service. She has authored several articles and blog posts, but this is her first book. A global citizen with deep local roots, Charmagne resides near the Mississippi River on Dakota land in Minneapolis with her husband, two young children and cat.
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