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There is an emerging need for evaluators to assist with strategic decision making in organizations committed to ongoing learning and renewal. While some evaluators have developed rapid-response techniques to assist decision-makers fine tune their programs, new evaluation techniques are required to serve the needs of learning organizations which are committed to systems thinking as a way of improving their effectiveness. This article argues that evaluators can make major contributions to strategic decision- making by using procedures which clarify the nature of programs in their trial stage and outline the implications of implementing the program for the organization as a whole. A case study of the use of these procedures in an educational setting is outlined for the purposes of illustration.

There has been an increasing interest in evaluation strategies that encourage utilization. This article outlines a set of guiding principles that can lead to the more effective instrumental use of evaluation findings. These principles suggest that an evaluator needs to be involved in the action and change that emerge from the evaluation findings. These findings imply an extension of the range of expertise over and above skills currently associated with an effective evaluator, to include those expected of an effective change agent within agencies and organizations.