What a realistic training program should require, given a broad scope of research methodology, is discussed. Considering the core of evaluation research training, the diversity of methodologies raises issues about what is to be taught and how the involvement of students in actual projects is discussed. (Author/GK)

The client-evaluator relationship in an evaluation of a Roman Catholic religious congregation is described. The selection of the evaluator, interactive evaluation design, instrument development, elicitation of administrative and provincial support, analysis of results, and client and evaluator perspectives are discussed. (TJH)

Focusing on the patterns of interaction between evaluators and managers, the interrelationship of evaluation and management activities are examined. Strategies for improving relationships between the two groups are suggested. (Author/PN)

Evaluators experience conflicts between: role of scientist, administrator, and advocate; need for data v privacy; and pressures from clients v broader constituencies. To reduce conflict they must: plan; negotiate ethical work agreements; communicate effectively; and observe the ethical codes of beneficence, respect, and justice. (CP)

Considered fundamentally a scientific enterprise, evaluation research also requires artistic skills. The latter are essential to in-house evaluators, more so than to extrainstitutional evaluators. A training model is suggested. (Author/GK)

In a reflective commentary, the authors address the implications of the fact that, in action settings, implementation and evaluation are often carried on by the same person, and they raise the question, "Should evaluation become implementation?" (PN)

The historical development of current controversy over the use of quantitative or qualitative approaches in evaluation is traced. (Author/PN)

Administering research and overseeing evaluation researchers make evident the role of attitudes and outlook in comparison to technical skill. The latter is important for evaluators. Evaluation research can be considered to have been originated in operations research. (Author/GK)

Successful evaluation research reouires a high level of quantitative skill. The procedures, diverse and complex, of good quantitative training are outlined. (Author/GK)

The 12 articles (including an index) of this theme issue are devoted to documenting and critiquing the American Evaluation Association's "Guiding Principles for Evaluators," a code of ethics and standards. The development of these principles is traced, and their strengths and weaknesses are analyzed at general and specific levels. (SLD)

The user-oriented and utilization-focused evaluation design of the two-year Caribbean Agricultural Extension Project, funded by Aid to International Development, is reviewed. The evaluation scope, stakeholders, evaluation team credibility, official approval of evaluation, and confidence in the evaluation process are addressed, within a…

The client's role and the client-contractor relationship are traced through the design, implementation, and analysis of the Department of Education's High School and Beyond (HSB) survey. The Longitudinal Studies Branch is HSB's major sponsor (client), and the National Opinion Research Center (contractor) conducted the base year and follow-up…

The design and implementation of a partnership evaluation at Southeastern Louisiana University in Hammond, Louisiana, during the 1985-86 academic year are discussed. Within a conversational format, a strategy is outlined for sharing evaluation responsibilities between the client and evaluator. (TJH)

The 50-item Utilization Enhancement Checklist involves: determining evaluator role; understanding organizational context; planning; conducting the evaluation; and communicating evaluative information. The checklist is presented as a summary of the preceding nine articles. (Available from: Jossey-Bass, Inc., 433 California St., San Francisco, CA…

Certain expectations that federal officials have about evaluation researchers are discussed. Included are: (1) presence of a clear understanding of what evaluation means; (2) procedure for carrying out an evaluation; and (3) understanding by the evaluator of how the research relates to the decision-making process. (Author/GK)