Frameworks & Approaches describe popular ways to gather and make sense of data.
Developmental Evaluation
In 2007, a celebrated book called Getting to Maybe: How the World is Changed, introduced developmental evaluation. Authors Frances Westley, Brenda Zimmerman and Michael Patton wrote about an evaluation approach that’s especially suited to the complexities of tough social issues and social innovation.
Developmental evaluation recognises the primacy of relationships and values, and that community work involves complex issues and social systems.
Developmental evaluation emerged from a need to support real-time learning in complex, emerging and dynamic situations.
Since 2007, interest in developmental evaluation (DE) has increased and a growing number of resources explain what DE is and how it works.
USEFUL RESOURCES
- A Developmental Evaluation Primer, 2008
- A Practitioner’s Guide to Developmental Evaluation, 2010
- A 2011 PowerPoint introduction to DE by New Zealand evaluator, Kate McKegg, who has co-written a book available in September 2015 on DE Exemplars, with Nan Wehipana and Michael Patton, one of the founders of DE
- A 2015 PowerPoint introduction to DE in evaluating community impact, by Canadian Mark Cabaj
- Guides, videos and websites relating to DE
- Budgeting for DE, given that its design is emergent – an interview with Michael Patton
Important features of developmental evaluation
Developmental evaluation aims to help innovators create social change in complex and uncertain environments.
It facilitates real time feedback as a project or programme develops, by asking questions and creating feedback loops as it progresses.
The DE evaluator/s or team walks alongside the initiative at the pace of that initiative, holding up a mirror to what is happening, being a critical friend, supporting its development and informing decision making.
Developmental evaluation differs from traditional forms of evaluation in these important ways (adapted by Dozois et al, 2010, from Westley, Zimmerman & Patton, 2006).
- The main focus is on adaptive learning rather than accountability to an external authority.
- The purpose is to provide real-time feedback and insights to support development.
- The evaluator becomes a member of the team.
- The DE role extends well beyond data collection and analysis; the evaluator actively influences developments and helps participants learn from them.
- The evaluation is designed to see how things work and reveal innovative ideas.
- The approach is flexible, with new measures and monitoring mechanisms evolving as understanding of the situation deepens and the initiative’s goals emerge.
When to try Developmental Evaluation
At the African Evaluation Association Conference in Cameroon in 2014, Kate McKegg and Michael Patton presented a workshop on DE readiness.
The following is adapted from this workshop.
| Appropriate Developmental Evaluation contexts | Inappropriate conditions for Developmental Evaluation |
|---|---|
| Highly emergent, shifting, fast changing, volatile situations. | Where people are unable or unwilling to actively participate in evaluation, or commit to building trust and relationships. |
| Difficult to plan or predict as factors are interconnected and non-linear. | Where key stakeholders require high degrees of certainty. |
| No known solution to issues, new issues and/or no certain way forward. | Where there is a lack of openness to experimentation and reflection. |
| Multiple paths forward are possible, requiring exploration. | Where organisations are unwilling to adapt. |
| Socially complex, requiring collaboration from multiple players, systems and sectors. | If key people are unwilling to ‘fail’ or hear bad news. |
| Innovative, requiring timely learning and continual development. | Where there are poor relationships between management and staff and evaluators. |
