This article proposes a conceptual framework for analysis, using some of the ideas embodied in the systems approach, which will enable the investigator to identify the relationships among program operations in a systematic manner, leading to a better understanding of the operations that produce program outputs." (Author)

It should be the supervisor, rather than the staff development expert (training expert), who evaluates the results of a company's training program. All too often, changes reported by the staff development officer are not observed by the trainee's supervisor. (AN)

"The problems of pre-testing the impact of this successful series." (Editor)

Three primary stances on the wisdom of mixing evaluation models while mixing evaluation methods frame the challenges to defensible mixed-method evaluative inquiry. These challenges are addressed by shifting the mixed-method controversy from models toward other critical features of disparate traditions of inquiry. (Author/SLD)

Explores the problems of theory-based evaluation, describes the nature of potential benefits, and suggests that the benefits are significant enough to warrant continued effort to overcome the obstacles and advance its use. Many of the problems are related to inadequate theories about pathways to desired program outcomes. (SLD)

The seven articles in this issue represent an approach to multisite evaluation that has much in common with the tradition of clinical trials. However, this approach shares with cluster evaluation an appreciation for the adjustments that are necessary to reflect the realities of conducting evaluation research in actual service settings. (Author/SLD)

Examines the theoretical foundations of the belief that stakeholder involvement empowers the stakeholders and increases evaluation utilization and the validity of the evaluation. Discusses conditions under which these benefits are realized and situations in which they are not. (SLD)

Discusses the sources and signs of excessive evaluation anxiety in program evaluation and provides some strategies to help evaluators prevent and manage this common problem. Shows how more than technical skills are required to conduct high quality program evaluation. (SLD)

Proposes a method for synthesizing findings within mixed-method program evaluations. The proposed method uses a set of criteria and analytic techniques to assess the worth of each data source or type and to establish what each says about program effect. Once data are on a common scale, simple mathematics allows synthesis across data sources or…

Describes the number needed to treat (NNT) as an indicator of a program's efficacy. L'Abbe plots compare several programs in terms of the event rates that constitute the NNTs. Explains how an evaluator may extend the NNT concept by calculating and plotting event rates on a continuous ordinal basis. (SLD)

Presents, in light-hearted way, a few rules of evaluation practice wisdom that, if followed, would result in more rigorous and useful evaluations of human services programs. Although none of the ideas is totally original, it is suggested that as a group they provide handy checklist for practitioners who are developing or assessing evaluation…

Identifies five themes that illustrate different aspects of the process of diffusing democratic deliberation into more widespread use: (1) appreciation; (2) addition; (3) apprehension; (4) application; and (5) adaptation. These themes give guidance concerning evaluation practice and the role of evaluation in society. (Author/SLD)

Describes the development of program theory evaluation and the various versions of program theory evaluation currently in use. Discusses some of the differences between theory and evaluation practice. Program theory evaluation consists of an explicit theory or model of how a program causes outcomes and an evaluation that is at least partially…

Provides guidance about which links in program theory to study and which theories to use. In choosing the links to study, the first criterion is to choose the links that are most critical to the success of the program. The second criterion is the degree of uncertainty about the linkage. (SLD)