PUTTING EVALUATION USERS FIRST TO BUILD EVALUATION CAPACITY

Recently I had the opportunity to write a piece for the Canadian Government Executive Magazine, an electronic and print publication that reaches some 70,000 readers per month. Many of these readers are key players in evaluation in Canada, from program managers to evaluation sponsors and consumers. Since we work predominantly in the private sector, many […]

TIPS ON DATA VISUALIZATION: THE NEXT STEP ON THE JOURNEY

I have posted previously about my Transformation in Data Visualisation and without that paradigm shift, I believe I would not be adding as much value to clients as I do now. This post is about the next step on the journey for me. I believe a lot of you are in the same boat, so the message of this[…..]

WHY DO WE CONDUCT JOB ANALYSES FOR CERTIFICATION EXAM DEVELOPMENT?

In one word: Validity.   When working with my clients from professional accountants to bankers to IT specialists, whenever we are building new certification or updated certification exams, early on in the project execution we conduct a job analysis. Now, our focus is a little different than those in the Human Resources world who conduct job analyses, but our methods are[…..]

MANAGING EVALUATIONS IN THE CORPORATE SECTOR: USING A MULTI-STEP METHOD

Please refer to the AEA365 Blogspot for my short piece on managing evaluations and evaluation capacity building in the corporate sector. http://aea365.org/blog/?p=7047 Also the slide deck for the presentation at AEA 2012 can be seen on this site: https://www.rae-consult.com/wp-content/uploads/2012/10/AEA-2012-Presentation-Ali.pdf

IS THERE A BALANCE BETWEEN QUANTITATIVE AND QUALITATIVE DATA IN THE SOCIAL SCIENCES?

In the world of so-called “hard science” including the medicine, biology, and human physiology realms, it is a general notion that more is better; that is sample sizes must be sufficiently large enough to produce reliable results.  But does this principle discount the quality of the sample, especially if the sample is small? Take for[…..]