Using Appreciative Inquiry in Evaluation of Training Programs: World Bank Institute

by Tessie Tzavaras Catsambas

Summary: In the fall of 2000, the World Bank Institute (WBI) presented a challenging evaluation task to EnCompass LLC – to develop an evaluation methodology for its two primary training programs. WBI training programs were under increasing pressure to demonstrate results from both the internal evaluation unit and external donors. The desired outcomes of the training programs, however, had not been clearly defined and some of the workshop managers were hesitant to commit to the evaluation process. The evaluation team approached this set of challenges by incorporating Appreciative Inquiry methods throughout the evaluation project. In this way, the evaluators were able to deliver an effective and useful methodology, engage the system in the evaluation process and instill a broad commitment to evaluation and to Appreciative Inquiry.
 

by Thomas E. Grayson

Summary: The Career Center at the University of Illinois in Champaign-Urbana is in the process of building a culture where evaluative thinking and positive inquiry generate useful and powerful information that defines what the office stands for and why it exists. This article describes how personnel in the Career Center are using the principles of Appreciative Inquiry (Cooperrider, et al., 2003) to create a culture of evaluative thinking and affirmative evidence to continuously improve the effectiveness of the Career Center’s programming and services. Specifically, during a full day staff retreat, Appreciative Inquiry was used to identify student benefits or outcomes that would be used in systematic formative evaluation, i.e., constructing program logic useful for improving performance.
 

Using Appreciative Methods to Evaluate an Appreciative Inquiry Process: Evergreen Cove Holistic Learning Center

Using Appreciative Inquiry to Modify an Evaluation Plan with a
Rural HIV Care Clinic

by Margaret Clawson

Summary: The Southeast AIDS Training and Education Center (SEATEC) is the U.S. Public Health Service-designated AIDS Education and Training Center for six southeastern states: Alabama, Georgia, Kentucky, North Carolina, South Carolina, and Tennessee. In early 2003, SEATEC and a rural HIV clinic agreed to collaborate on a longitudinal training and evaluation project. After success in the first year, it was decided to involve both clients and staff in planning and visioning the development of year two training and evaluation plans. The dialogue resulted in identifying new training topics, goals, objectives and measurements. This article highlights the significant input made by clients.

Using Appreciative Inquiry to Develop A Training Evaluation System in Sandia National Laboratories

by Hallie Preskil, William Dudeck and Barbra Zuckerman Portzline

Summary: Sandia National Laboratories (SNL) Corporate Education, Development and Training (CEDT) Department offers an extensive array of learning opportunities. Until recently, the organization’s programs and services were evaluated primarily through pre- and post- class assessments and post-course reaction surveys. However, CEDT employees found it difficult to systematically collect valid and usable data. As a result, the Department decided to develop an evaluation system that provides valid, useful and ongoing evaluation information. This article sets out the phases of the work, the actions taken to implement the new evaluation system and the reasons for its success.

by Anne Radford

Summary: A couple of situations recently reminded me of the impact of bringing people together to talk about their progress through stories. In a few minutes or over several days, they felt a renewed sense of what mattered to them, and their own strengths and abilities. They also felt a new hope for future work knowing they had made new relationships or deepened others. The seemingly major challenges ahead had become manageable and even enjoyable again.