Search

The current debate around the emergence of participatory approaches in evaluation practice suggests that participatory evaluation may be considered an organizational learning praxis, one which facilitates the development of a holistic process of intentional change. Through critical reflection on how participatory evaluation has been conceptualized, this article offers an overview of some of the contextual challenges encountered when using participatory evaluation to enable the creation of learning environments. Given the pluralistic nature of modern organizations and some contextual constraints, evaluators appear to have largely developed a more instrumental type of learning, which may, paradoxically, result in a significant source of resistance to intentional change. This article proposes a process of capacity building for evaluative research (CBER). This process offers a collaborative way of overcoming unforeseen resistance to intentional change by overcoming the challenges found in the relationship between participatory evaluation and organizational learning. The article concludes by suggesting some epistemological and organizational issues that evaluators should take into account when enabling the implementation of a process of CBER in pluralistic organizations. [ABSTRACT FROM AUTHOR]