Simon N. Roy

Spring

Learning Circles for Advanced Professional Development in Evaluation

Authors:
Pages:
87-96

Studies of Canadian evaluators have consistently shown them to be dissatisfied with opportunities for advanced training, suggesting a need to diversify the forms of professional development available to seasoned evaluators. This article reports on a trial implementation of an alternative learning model: learning circles for advanced professional development in evaluation. This model is grounded in approaches drawn from self-directed learning, self-improvement movements, adult and popular education, quality improvement, and professional journal clubs. Learning circles bring together experienced practitioners in structured collaborative learning cycles about topics of mutual interest. We experimented with an evaluation learning circle over several cycles, and report on what we learned about purpose, process, and outcomes for professional development. We hope that this model will be of interest to other evaluators, especially in the context of the competency maintenance requirements of the CE designation.

Special Issue

The CES Professional Designations Program: Views from Members

Authors:
Pages:
98-133

CES members were surveyed in April 2014 regarding professionalization issues and the Credentialed Evaluator (CE) program (a component of the CES Professional Designations Program). Analysis reported here is based on 654 completed questionnaires. Results suggest that members' attitudes and perceptions about the program are generally positive. Credentialed Evaluators appear to attribute improvements in their practice to the credential, and the sense of belonging to a profession is increasing. Factors other than the credentialing program may have influenced the variables of interest. The study points to some crucial challenges facing the designations program for reaching its entire intended community.