286 - Interpersonal Skills Training to Prepare the Next Generation of Evaluators: Lessons Learned from a Global Study of Young and Emerging Evaluators

Abstract Information: With the recent publication of the American Evaluation Association Evaluator Competencies (2018), increasing attention has been paid to understanding the skills evaluators need to be successful in practice. Although much progress has been made in the professional practice, methodology, planning and management, and context domains, relatively little attention has been given to the interpersonal competency domain. Out of all the AEA competency domains, evaluators often report the least confidence in their interpersonal abilities and believe this is an area they need further training to develop (Galport & Azzam, 2017). Employers looking to hire evaluators echo this sentiment stating that although strong interpersonal ability is the most desirable quality for a candidate to possess, it is also the skill most evaluation professionals entering the field lack (Dewey, 2008). These gaps are even more pronounced for evaluators newly entering the field, who have yet to gain experience and confidence in the interpersonal skills needed to be successful in evaluation practice and have limited opportunities to acquire these skills via currently available evaluation coursework or training (Christie, 2012; Davis & McCay, 2014). This presentation will highlight the findings from a recent study that sought to remedy this gap by creating a comprehensive interpersonal skills training course for young and emerging evaluators. The study used a three-stage mixed methods design to design, pilot-test, and implement a full-scale interpersonal skills training course for evaluators. In the first stage of the study, expert evaluation practitioners were interviewed to determine which interpersonal skills should be the focus of the course and how the course should be structured. In Stage 2 of the study, the interpersonal skills training course was developed based on the information gathered in Stage 1 of the study and was pilot tested with 10 university evaluation students. In Stage 3 of the study, learnings from Stage 2 were incorporated and the modified version of the course was delivered to a global audience of young and emerging evaluators. Findings from the study revealed that Stage 3 participants increased their knowledge and awareness of the interpersonal skills needed in evaluation practice, confidence in their interpersonal skills, and ability to use these skills in practice. The presentation will focus on the study findings, share insights about a potential best practice model for training evaluation specific interpersonal skills, and discuss lessons learned for teaching and professional development centered on the interpersonal skills and young and emerging evaluators. The presenter will highlight the importance of the interpersonal domain, share insights about how to ensure young and emerging evaluators are well-equipped to handle the interpersonal aspects of evaluation practice, and start a conversation about pathways forward to reshaping the current landscape of evaluator training and development to prepare the next generation of evaluators.