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American Journal of Evaluation
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Evaluator Competencies

What's Taught Versus What's Sought

Jennifer D. Dewey

Macro International Inc, jennifer.d.dewey{at}macrointernational.com

Bianca E. Montrosse

University of North Carolina at Greensboro

Daniela C. Schröter

Western Michigan University

Carolyn D. Sullins

Western Michigan University

John R. Mattox, II

KPMG, LLP

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.

Key Words: evaluator competencies • employers • graduate school • teaching-practice gap

American Journal of Evaluation, Vol. 29, No. 3, 268-287 (2008)
DOI: 10.1177/1098214008321152
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