62 - Exploring Pathways for Competency Development and Assessment for Emerging Evaluators

Abstract Information: As the field of evaluation continues to evolve, it is crucial to foster the growth and development of emerging evaluators who will shape the future of our field. These professionals bring fresh perspectives, innovative ideas, and a diverse set of experiences that can drive the advancement of evaluation practices. However, a clear understanding of what constitutes an "emerging evaluator" and a comprehensive framework for assessing their competencies remains elusive within the evaluation community.
The first phase of the study involves a systematic literature review to synthesize existing research on emerging evaluator definitions, competency frameworks, and assessment strategies across various evaluation societies and organizations. This comprehensive review provided a solid foundation for understanding the current landscape and identifying gaps in knowledge.
Building on this foundation, the second phase employed a national survey targeting current and recent members of evaluation associations such as the American Evaluation Association (AEA); educators, and recent graduates from evaluation training universities and institutions. The survey gathered quantitative and qualitative data on participants' perceptions of what constitutes an "emerging evaluator," as well as their views on the essential competencies required for success at this stage of an evaluator's career.
In the third phase, we synthesized job requirements, skills, and competency demands for early evaluation career positions by analyzing job postings and work announcements on organizational websites, association websites, professional social media platforms like LinkedIn, and job search portals such as Indeed and ZipRecruiter. These qualitative insights deepened our understanding of the distinct requirements and expectations for emerging evaluators, as well as the needs of those who supervise or mentor them.
Through triangulation of data from these multiple sources, we aimed to develop a comprehensive framework that defines and categorizes emerging evaluators based on their competency levels, rather than solely relying on traditional criteria such as age, years of experience, or educational background. This framework serves as a valuable resource for self-assessment, professional development planning, and competency-based assessment for emerging evaluators.
Furthermore, the study provided practical recommendations for evaluation organizations, academic institutions, and employers to support the growth and empowerment of emerging evaluators. These recommendations included suggestions for tailored training programs, mentorship initiatives, and competency-based assessment strategies that align with the proposed framework.
By amplifying the voices and perspectives of emerging evaluators and providing a structured approach to assessing and developing their competencies, this study has the potential to drive positive change within the evaluation field. It will contribute to the professionalization of the discipline, promote inclusivity and diversity, and ensure a sustainable pipeline of skilled evaluators who can tackle the evolving challenges of the 21st century.