Part III: A systematic change perspective The evaluation framework Types and focus of evaluation: • It might be carried out by persons external to the organisation or internally by staff. • It might be expert-driven or rather participatory with strong involvement of relevant stakeholders. • It might be on impact and/or on the process. Standard criteria for evaluations are:313 • Relevance: Are we doing the right thing? • Effectiveness: Are we doing what we said we would do? • Efficiency: Are we making the best possible use of our resources? • Impact: Are we making a difference? • Sustainability: Are we generating lasting results? The evaluation process The following are standard steps of processes of evaluation: 1. Defining scope and purpose of evaluation 2. Develop methodology, including definition of indicators 3. Carry out the evaluation 4. Analyse and interpret data 5. Prepare report 6. Management response So far, there seems to be very little practice of evaluations of preventive monitoring bodies. In 2014/2015 the UK National Audit Office undertook an audit of several Inspectorates of the UK, including bodies of the UK NPM. The audit approach looked at the impact of inspection, whether the strategic framework for inspection supports the work of the inspectorates as well as the effectiveness of Inspectorates.314 Building Block 10: Learning Relevant questions • How does learning work in the NPM context? At the organisational level – at the individual level • What can we learn from experience, both for organisational development and strengthening of capacities of staff? • How are questions about what works and how it works discussed/reflected upon? Learning is an essential building block of any systematic change perspective. Learning processes can be said to take place constantly and at several levels. It is an explicit objective of the monitoring and, in particular, of the evaluation phase to draw lessons from experience and feed the lessons learned back into the organisation. Learning takes place at the organisational level by helping to adjust and refine the strategy process as well as the tools employed. Learning also takes place at the level of the individual members of an organisation, in building their capacities in the dimensions of knowledge, skills and also attitude. Of particular relevance for learning is the fact that this change perspective requires constant reflection about one’s assumptions. It thus strengthens a self-reflective attitude as well as flexibility and openSee e.g. Organization for Economic Cooperation and Development, DAC criteria for evaluating development assistance, <http://www.oecd.org/dac/evaluation/daccriteriaforevaluatingdevelopmentassistance.htm>. 314 UK, NAO, Inspection (2015) 46. 313 - 109 -