Managing the work: Who will be responsible for what?

Improving agricultural extension. A reference manual. (1997)

Part II - Improving extension programmes and processes

Chapter 11 - Evaluating extension programmes

		(introduction...)
		Getting started with evaluation: Avoiding a passive sabotage of evaluation efforts
		Selecting evaluation purposes: Unclear purposes ensure unsatisfying evaluations
		Recognizing the politics of evaluation: Know the stakeholders or you will be sorry
		Selecting alternative approaches and models: Which model for which purpose?
		Focusing the evaluation effort: You can't evaluate everything, so let's set limits
		Selecting methods for programme evaluation: Choosing the right tool for the task
		Selecting methods for evaluation of teaching and learning: How do we know that learning has happened?
		Interpreting findings and data: To what do we compare the findings?
		Managing the work: Who will be responsible for what?
		Using evaluation findings for improving extension: Who should be told what?
		References

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Managing the work: Who will be responsible for what?

All too often decisions are made to undertake an extensive evaluation without counting the cost and without people agreeing to do the work. These efforts are doomed to failure. Negotiating what is possible, given resource limitations and reasonable time expectations, is an essential collaborative task if people at all levels are to own the evaluation and act on the findings. Involving learners and educators together in critically reflecting on and interpreting the evidence will go a long way toward guaranteeing that evaluation itself is a major learning process.