Meta:Training/Program Evaluation/Introduction to Appreciative Inquiry/Evaluation Perspective
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Evaluation Perspective
To understand Appreciative Inquiry it is important to understand that there are different perspectives on evaluation.
Primarily in Program Evaluation, there is a Discrepancy Perspective which focuses on evaluation as a process for identifying and measuring differences and inconsistencies between what is and what should be within a program, its design, delivery, and achievements. The Discrepancy Perspective aims to identify and correct "problems" in order to direct program development.
Alternatively, there is an Appreciative Inquiry Perspective which focuses on evaluation as a process for engaging program stakeholders (i.e., program funders, leaders, and participants) across the implementation system in order to understand what works well. The Appreciative Inquiry Perspective aims to build organizations and their programs around what works, rather than exclusively focusing on trying to fix what does not.
Evaluation Perspectives play a vital role in determining:
- The questions you ask
- Which data collection techniques you use
- How you analyze your results to identify and prioritize needs
Importantly, the questions we ask determine whether we eventually diminish our capacity to develop, or increase it.
For example a 5% new editor recruit retention rate from a Wikimedia Program – rather than ask why 95% are no longer editing 3 months after the event (Discrepancy Perspective), you might ask, what makes 5% continue and focus on growing what works while acknowledging what doesn't (Appreciative Inquiry Perspective).
Appreciative Inquiry does not ignore "problems" or what does not work, it just does not focus on correcting those problems
A combination of perspectives can be most useful in determining both what works well, in order to identify success models and promising practices, as well as to flag potential areas for improvement.
