Evaluator Competencies: What's Taught versus What's Sought

Autor/inn/en	Dewey, Jennifer D.; Montrosse, Bianca E.; Schroter, Daniela C.; Sullins, Carolyn D.; Mattox, John R., II
Titel	Evaluator Competencies: What's Taught versus What's Sought
Quelle	In: American Journal of Evaluation, 29 (2008) 3, S.268-287 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-2140
DOI	10.1177/1098214008321152
Schlagwörter	Job Applicants; Evaluators; Education Work Relationship; Theory Practice Relationship; Minimum Competencies; Graduate Surveys; Occupational Surveys; Personnel Directors; Employer Attitudes; Employee Attitudes; Job Analysis; Evaluation; Correlation + Suchen Sie Ihr Suchwort? Bewerber; Theorie-Praxis-Beziehung; Fundamentum; Mindestwissen; Berufsanalyse; Arbeitgeberinteresse; Arbeitnehmerinteresse; Arbeitsanalyse; Evaluierung; Korrelation
Abstract	This article explores the overlaps and disconnects between the competencies evaluators acquire during graduate school and those required and desired by employers. To investigate this relationship, two different surveys are administered, one for job seekers and the other for employers; 205 postings in the American Evaluation Association job bank were analyzed. The findings suggest that employers, job seekers, and job posters generally agree on the importance of some competencies, such as quantitative analyses and data management. However, some skills desired by employers, such as interpersonal, project management, and presentation skills, differ from skills that job seekers acquire in graduate school. Opportunities for additional experiences in real-world evaluation settings could fill these gaps. Implications for training and future research on training in evaluation are discussed. (Contains 4 tables, 4 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10