A Case of "Assessing" for Organizational Self-Knowledge, Alignment, and Learning

• In Event: 52.038 - Public Scholarship Encouraging Research Use: A Symposium About Knowledge Development

Abstract

Objectives or Purposes
This paper explores one family foundation’s process for understanding itself and its community-based early childhood work as part of ongoing organizational and network learning.
The philanthropy moved from traditional program evaluation to “assessing for foundation contribution.” Shifting inquiry from evaluating to assessing -- and method from external consultant-driven process to engaged public scholar co-creation with foundation knowledge staff -- resulted in a) new types of data collection, analysis, and reporting and b) very different internal understandings of the organization’s “identity.” “Assessing” constituted deep organizational self-reflection and identity negotiation among staff and surfaced important and typically overlooked issues related to organizational knowledge, identity, and practice.
This paper contributes to scholarship on evaluation, organizational learning, and socially-engaged philanthropic action by sharing an alternate approach to organizational knowledge development, identity, learning, and change.
Perspective(s) or Theoretical Framework
Grounded in social justice and equity commitment, this work draws upon, and expands, new approaches to strategic philanthropy (Salamon, 2015), knowledge management (Brown & Duguid, 2002), evaluation (Gamble, 2008; Patton, 2008), and organizational theory (Örtenblad, 2013; Senge, 1995).
Methods, Techniques, or Modes of Inquiry
This case study describes the innovative organizational learning, processes, and results arrived at through participatory qualitative research by the university public scholar and the Knowledge Development Officer at the family philanthropy. Process information was gathered, documented, and discussed as part of the “targeted assessment” data collection, analysis, reporting, and staff feedback process.
Data Sources, Evidence, Objects, or Materials
Data consisted of evaluation surveys, questionnaires, and reports; grant applications; scholarly literature and organizational reports; interviews and focus groups; print and electronic documents; research team and staff/administration discussions; personal notes and data memos; and analyses presented in text reports and PowerPoint presentations.
Results and/or Substantiated Conclusions or Warrants for Arguments/Point of View
Because the “targeted assessment” process was focused differently and did not result in the same data and findings as traditional evaluations, staff and leadership were afforded alternate views of their work and commitments. These views challenged their perceived organizational identities and revealed instances of value/action alignment and disconnect. For example, website and grant application data helped show the organization representing its core values and work in complementary but divergent ways that were confusing within and without the organization. Through awareness of this information, facilitated by the “new” lens of the external scholar, individuals and the organization learned that it was not as focused on its community-based early childhood work, in some ways, as it had thought.
Scientific or Scholarly Significance
Philanthropic organizations influence social justice and social change efforts greatly. It is important for philanthropies to know whether their investments effectively support their causes. It is also important that they know who they are organizationally, their values, and whether their investments/actions align with their internally-perceived organizational identity. “Assessing” an organization using data, as described, provides a non-traditional picture of itself that helps it learn what it is and what it does in a new way, is something other organizations can consider and, possibly, adopt.

Author

• Sousan Arafeh, Southern Connecticut State University