Evaluation for learning: A cross-case analysis of evaluator strategies

Using a cross-case analysis of three distinct participatory program evaluations, this paper contributes to current discourse on how evaluators create opportunities for learning. Although each team of evaluators intended to promote planned process use, post-evaluation discussions amongst them identified evidence where use emerged throughout the evaluations. This article describes examples of emergent process use, identifies evaluator strategies, and promotes participatory evaluators as facilitators of learning and catalysts in organizational change. The need for further research related to the integration of evaluator reflection and strategies for enabling learning are identified.