Applying Complexity Concepts to Enhance Innovation and Use
Author: Michael Quinn Patton
Publisher: Guilford Press
Developmental evaluation (DE) offers a powerful approach to monitoring and supporting social innovations by working in partnership with program decision makers. In this book, eminent authority Michael Quinn Patton shows how to conduct evaluations within a DE framework. Patton draws on insights about complex dynamic systems, uncertainty, nonlinearity, and emergence. He illustrates how DE can be used for a range of purposes: ongoing program development, adapting effective principles of practice to local contexts, generating innovations and taking them to scale, and facilitating rapid response in crisis situations. Students and practicing evaluators will appreciate the book's extensive case examples and stories, cartoons, clear writing style, "closer look" sidebars, and summary tables. Provided is essential guidance for making evaluations useful, practical, and credible in support of social change.
"Developmental evaluation (DE) provides evaluative information and feedback to social innovators, and their funders and supporters, to inform adaptive development of change initiatives in complex dynamic environments. DE brings to innovation and adaptation the processes of asking evaluative questions, applying evaluation logic, and gathering and reporting evaluative data to inform and support the development of innovative projects, programs, initiatives, products, organizations, and/or systems change efforts with timely feedback. This book presents the current state of the art and practice of DE through 12 case exemplars. The book also answers to common questions about DE, presents a synthesis of patterns, themes, insights and lessons drawn from the case studies, and, for the first time, identifies and explains the essential guiding principles of DE"--
Complexity Leadership Theory in Practice-a Mixed Methods Study
Networks of organizations frequently operate within complex adaptive systems in which leadership is practiced in uncertain and ambiguous conditions. Background in complexity theories is first provided, along with how they apply to organizations operating in complex adaptive systems. A theory--Complexity Leadership Theory (CLT)--has been derived to model leadership in complex adaptive systems; CLT has been tested very little in practice. Developmental Evaluation (DE) is a practice which helps organizations and their networks adapt within complex adaptive systems. Since both processes are based in complexity, leadership characteristics in each can be expected to be similar. This exploratory mixed methods study incorporates a qualitative study of key informants to explore the leadership characteristics used in the implementation of DE and a quantitative study of participants of DE to support and verify the qualitative findings. A valuable instrument was developed to measure CLT leadership characteristics in DE, which can be used in subsequent research. Factor analyses found DE leadership characteristics were comparable to CLT leadership characteristics, providing an area of study that can improve the theory while making the theoretical approach more relevant to practitioners. Adding to the theory are emergent leadership characteristics which may contribute to the study of CLT. DE benefits from an improved understanding of leadership characteristics in complex adaptive initiatives.
This volume presents an integrative framework for conducting individualized assessments of children and adolescents with a wide range of disabilities and chronic conditions. Expert contributors first provide an overview of the field, reviewing general strategies and approaches to developmental assessment. The volume then addresses the issues that arise in working with young people with particular challenges, including motor impairments, auditory and visual impairments, autism, chronic health conditions, neurological problems, and exposure to trauma. Described are concepts and tools to guide the practitioner in deriving an accurate diagnosis, planning appropriate interventions in clinic or school, evaluating progress, and monitoring treatment outcomes. Structured in a cohesive format, chapters review the nature of each condition and its implications for health, development, and functioning at different ages and in various domains. The uses of specific assessment instruments are considered, and needed modifications in settings, tasks, and procedures identified. Emphasizing methods that are flexible and multidimensional, the volume includes numerous illustrative case vignettes.
A Practitioner's Guide to Developmental Evaluation
Author: Elizabeth Dozois
Category: Action research
Developmental evaluation has emerged fairly recently as a way to support adaptive learning in complex and emergent initiatives. Combining the rigour of evaluation with the flexibility and imagination required for development, this new form of evaluation brings critical thinking to bear on the creative process in initiatives involving high levels of uncertainty, innovation, emergence, and social complexity.
How a videotape programme was produced and evaluated. The programme aimed to help students to relate the literary works of the Restoration period to certain of its intellectual developments, political events, and social conditions.
Children and adolescents with emotional and behavioural problems who are referred to mental health services for assessment often have undiagnosed mild learning disabilities, and this guide is written for clinicians involved in making such assessments. It provides full guidance on common developmental disorders and their assessment, focusing on mild to moderate disabilities in the school-aged child. It covers intellectual disabilities, dyslexia, dyscalculia (mathematical disability), autism spectrum disorders, speech and language impairment, developmental coordination disorder, and emotional and personality development. Each chapter includes an account of normal development, including developmental milestones, an overview of the disorder, and its clinical assessment. This important professional guide will be invaluable for all child health and mental health professionals and trainees, including paediatricians, psychiatrists, mental health workers, clinical psychologists and educational psychologists.
V.1 Intellectual and neuropsychological assessment/ed. Gerald Goldstein, Sue R. Beers -- V.2 Personality assessment/ed. Mark J. Hilsenroth, Daniel L. Segal -- V.3 Behavioral assessment/ed. Stephen N. Haynes, Elaine M. Heiby -- V.4 Industrial and organizational assessment/ed. Jau C. Thomas.
The impetus for this volume comes from reflecting on many years of experience, successes and failures in development evaluation in Asia and Africa, and from recent work supported by the Rockefeller Foundation on Rethinking, Reshaping, and Reforming Evaluation. The concepts, frameworks and ideas presented in this volume are a useful contribution to the ongoing efforts at rethinking, reforming and reshaping international development evaluation. They come from leading thinkers and practitioners in development, evaluation, research and academia who have recognized that development evaluation must evolve if it is to respond to the challenges of the 21st Century and play a meaningful role in social and economic transformation. This volume will be of great interest to evaluation scholars, practitioners, and students, particularly to those interested in international development projects, programs, and policies. This book will be appropriate for a wide range of courses, included Introduction to Evaluation, International Development Evaluation, Program Evaluation, Policy Evaluation, and evaluation courses in International Development, International Relations, Public Policy, Public Health, Human Services, Sociology, and Psychology.