國立虎尾科技大學 |

Understanding and Defining Situational Awareness and Interpersonal Competence as Essential Evaluator Competencies.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Understanding and Defining Situational Awareness and Interpersonal Competence as Essential Evaluator Competencies./
Author:	Garcia, Gabriela Liseth.
Description:	1 online resource (139 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9781369828764

Understanding and Defining Situational Awareness and Interpersonal Competence as Essential Evaluator Competencies.
Garcia, Gabriela Liseth.

Understanding and Defining Situational Awareness and Interpersonal Competence as Essential Evaluator Competencies. - 1 online resource (139 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

"What constitutes a competent evaluator?" This question has been a topic of discussion and lively debates within evaluation communities around the world. In the past two decades, numerous evaluation organizations, associations and societies have moved towards developing and using evaluator competency frameworks. Given that multiple frameworks have been developed worldwide, 12 thus far, we are now at a point where it is no longer a question of can evaluator competencies be identified, but how do we move forward with revising, understanding, and using these frameworks not only in practice, but also in the education and training of evaluation. As King and Stevahn (2015) recently noted, "...regardless of who developed [these competency frameworks] or how, it is unlikely that anyone would disagree that they could benefit from additional developmental work" (p. 31). As such, this study aimed to inform and advance this conversation on evaluator competence. In particular, the aim of this study was to examine the meaning of two dimensions of practice, interpersonal competence (IC) and situational awareness (SA), from the perspective of experienced program evaluators. A qualitative research design (Merriam, 2009) utilizing semi-structured interviews was best suited for this study. Based on the responses of 13 interviewed evaluators, five main findings emerged. First, evaluators pointed to three critical aspects of SA which included intentionally learning about a project, attending to the cultural dimensions of an evaluation, and understanding stakeholder perspectives on and expectations for evaluation. Second, evaluators identified two important aspects of IC, including purposefully engaging in ongoing communication with the project being evaluated and mindfully framing and sharing evaluative information. Data analysis also revealed two factors that informed how evaluators discussed these aspects of IC and SA. These factors include evaluators' 1) professional dispositions and 2) reputation and experiential knowledge. These factors were important to understand because evaluators discussed IC and SA through their professional lenses that were based, in part, on their dispositions and experiences. In closing, implications for evaluation education and training and future research are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369828764Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Understanding and Defining Situational Awareness and Interpersonal Competence as Essential Evaluator Competencies.
LDR:03638ntm a2200337Ki 4500 001 909877
005 20180426091049.5
006 m o u
007 cr mn||||a|a||
008 190606s2016 xx obm 000 0 eng d
020 $a 9781369828764
035 $a (MiAaPQ)AAI10609657
035 $a (MiAaPQ)95325
035 $a AAI10609657
040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Garcia, Gabriela Liseth. $3 1180870
245 1 0 $a Understanding and Defining Situational Awareness and Interpersonal Competence as Essential Evaluator Competencies.
264 0 $c 2016
300 $a 1 online resource (139 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Jennifer C. Greene.
502 $a Thesis (Ph.D.) $c University of Illinois at Urbana-Champaign $d 2016.
504 $a Includes bibliographical references
520 $a "What constitutes a competent evaluator?" This question has been a topic of discussion and lively debates within evaluation communities around the world. In the past two decades, numerous evaluation organizations, associations and societies have moved towards developing and using evaluator competency frameworks. Given that multiple frameworks have been developed worldwide, 12 thus far, we are now at a point where it is no longer a question of can evaluator competencies be identified, but how do we move forward with revising, understanding, and using these frameworks not only in practice, but also in the education and training of evaluation. As King and Stevahn (2015) recently noted, "...regardless of who developed [these competency frameworks] or how, it is unlikely that anyone would disagree that they could benefit from additional developmental work" (p. 31). As such, this study aimed to inform and advance this conversation on evaluator competence. In particular, the aim of this study was to examine the meaning of two dimensions of practice, interpersonal competence (IC) and situational awareness (SA), from the perspective of experienced program evaluators. A qualitative research design (Merriam, 2009) utilizing semi-structured interviews was best suited for this study. Based on the responses of 13 interviewed evaluators, five main findings emerged. First, evaluators pointed to three critical aspects of SA which included intentionally learning about a project, attending to the cultural dimensions of an evaluation, and understanding stakeholder perspectives on and expectations for evaluation. Second, evaluators identified two important aspects of IC, including purposefully engaging in ongoing communication with the project being evaluated and mindfully framing and sharing evaluative information. Data analysis also revealed two factors that informed how evaluators discussed these aspects of IC and SA. These factors include evaluators' 1) professional dispositions and 2) reputation and experiential knowledge. These factors were important to understand because evaluators discussed IC and SA through their professional lenses that were based, in part, on their dispositions and experiences. In closing, implications for evaluation education and training and future research are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 555103
655 7 $a Electronic books. $2 local $3 554714
690 $a 0525
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Illinois at Urbana-Champaign. $b Educational Psychology. $3 1180871
773 0 $t Dissertation Abstracts International $g 78-10A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10609657 $z click for full text (PQDT)