PROJECTIVE METHOD OF TEVYE THE DAIRYMAN

(who sang “If I were a rich man...” in the play Fiddler on the Roof) Use

Making recommendations for subsequent training sessions or the entire development project.

Preparation and implementation

Participants are asked to put themselves in the coach’s or project coordinator’s shoes and indicate what they would do in this role:

→ If I were a project coordinator, next time I’d pay attention to...

→ If I were a coach, I should consider...

The roles can be adapted according to needs. The participants write down their proposals for the action they would take in a given role. The results obtained are a pretext to discuss recommendations for the training or project.

Development-related functions of evaluation engaging its participants

The evaluation concepts and techniques presented above assume the subjectivity of evaluation participants and aim at overcoming negative phenomena related to the evaluation practice in which those taking part in it are treated as research subjects. The agency of the participants is based on a slightly different understanding of evaluation from the commonly used one emphasising its assessment and control functions. The presented concepts focus primarily on the pro-developmental function, in accordance with Helen Simons’ definition of evaluation, which she terms a call for

development (Simons, 1987). It redirects the emphasis from independent evaluators to self-evaluation involving those involved in the process – here external evaluators become facilitators of the process.

This approach uses contemporary learning theories, which emphasise learners’ responsibility for outcomes, where the learners are largely responsible for the acquisition of knowledge. Therefore, evaluation is to assist them in creating a learning process that is as effective as possible.

The very process of evaluation as critical review is transformed into accompanying evaluation, which focusses on learning and change, rather than on the measurement of outcomes. Here post-evaluation activities are an integral part of the process. Also, ex post decisions should be participatory

to the maximum. In such an approach, participation is the key word applied at as many stages of the process as possible (from the establishment of evaluation criteria to the development of recommendations).

Currently, in the evaluation of development projects, i.e. training, coaching, advisory and counselling projects addressed to adults, the most commonly used method is a questionnaire. However, it is not always the most appropriate methodological perspective. It does not support integration, participation and subjectivity of development project participants. Socialisation-related functions of evaluation – which are the key to understanding and practical implementation of such approaches as participatory evaluation, developmental evaluation or action evaluation – are achievable thanks to more participatory, creative methods of collecting information presented in this article. In these approaches, evaluation not only plays a research role, but also fulfils an important function of strengthening the ownership

of project outcomes, which is particularly important in developmental and educational projects.

The techniques for acquiring evaluation information presented above stimulate participants’ interest in the evaluation process and make it possible to collect relevant information, deepen reflection, and formulate useful and revealing recommendations. Evaluations carried out using these techniques are an alternative to commonly used questionnaires, and the range of information they help to collect is often much more extensive and deeper than that obtained by means of questionnaires.

The evaluation process is carried out with respect for all concerned. This means that the needs, expectations and opinions of all stakeholders are taken into account, even if they contradict one another.

Evaluation is carried out ensuring a sense of trust and security of those who take part in it. Even if critical opinions are expressed, they do not affect the relationship between the participants, but serve to reach a compromise that will satisfy everyone.

Evaluation is carried out with the conviction that the results will actually be used and will contribute to quality- and development-oriented change. Evaluation is not done for the sake of itself – it is the starting point for activities aimed at improving work. This is why it is important to discuss and interpret evaluation results in order to better plan future activities of the organisation.

It is worth involving as broad a range of stakeholders as possible (including managers and other staff) in the process of improving the institution/organisation. They should take part in discussing the results of evaluation and making recommendations for further actions. Such a participatory approach will contribute to building consensus and ownership of change.

141 Creative evaluators or how to make evaluation more appealing

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Seweryn Krupnik Ewa Krupnik

Abstract

The aim of this chapter is to provide inspiration and tools for designing and conducting research into the effectiveness of executive coaching.

To achieve this, a review of eleven studies using different research approaches, ranging from qualitative to quasi-experimental ones, is presented. This text provides information on the effects found, the results obtained and the factors affecting them, as well as research methodologies and tools. Disseminating executive coaching evaluation methods can contribute to a more evidence-based discussion about it.

The examination of the effectiveness of executive coaching is an important issue in the context of supporting competency development.

As executive coaching is becoming more and more popular, there is a need for reflection on its effectiveness and research into this area. This article in instrumental in this regard by providing a description of selected, most frequently quoted studies into executive coaching effectiveness and answers to the following questions about it:

→ What effects are being analysed?

→ What factors influence the effects?

→ What research schemes are used?

→ What are the research findings?

The authors of this chapter want to provide inspiration and tools for designing and conducting research into the effectiveness of executive coaching.

What is coaching?

Some consider it an ideal method of personal development, others treat it as a tool of little use. In recent years, many papers, articles and publications on coaching have been published in Poland (Wujec, 2007;

seweRyn kRupnik