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Can Evaluation Help an Organization to Learn?

Author

Listed:
  • Kim Forss

    (University of Växjo)

  • Basil Cracknell

    (Evaluation Consultants, East Sussex)

  • Knut Samset

    (Scanteam International AS, Norway)

Abstract

One of the main objectives of evaluation is to promote organizational learning. However, even a well-used evaluation system does not generate learning automatically. This article discusses learning with reference to experiences in the Norwegian aid administration. It shows that evaluations generate learning in two modes: via involvement and via communication. If an organization wants to maximize its learning, it should pursue strategies to let the two modes supplement each other. Learning must be related to what people know—their knowledge structures—and what they need to know to do their job well. Evaluation systems may be only marginally effective when there is a need to change knowledge structures rapidly, particularly if the organization lacks dominating knowledge structures.

Suggested Citation

  • Kim Forss & Basil Cracknell & Knut Samset, 1994. "Can Evaluation Help an Organization to Learn?," Evaluation Review, , vol. 18(5), pages 574-591, October.
    • Handle: RePEc:sae:evarev:v:18:y:1994:i:5:p:574-591
    DOI: 10.1177/0193841X9401800503
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    References listed on IDEAS

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    1. -, 1986. "Agenda = Agenda," Series Históricas 8749, Naciones Unidas Comisión Económica para América Latina y el Caribe (CEPAL).
    2. James G. March, 1991. "Exploration and Exploitation in Organizational Learning," Organization Science, INFORMS, vol. 2(1), pages 71-87, February.
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    Cited by:

    1. Gagnon, France & Aubry, Tim & Cousins, J. Bradley & Goh, Swee C. & Elliott, Catherine, 2018. "Validation of the evaluation capacity in organizations questionnaire," Evaluation and Program Planning, Elsevier, vol. 68(C), pages 166-175.

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