Stewart, R;
Wildeman, R;
Jordaan, S;
Erasmus, Y;
Langer, L;
Maluwa, L;
Tannous, N;
(2019)
Practical reflections on combining workshops and mentorships to build capacity in demand and use of evidence in government organisations.
Evidence and Policy
, 15
(2)
pp. 265-276.
10.1332/174426417X15090121536975.
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Abstract
Decision makers’ capacity to use evidence is a key component of evidence-informed decision making (EIDM) at a policy level. This paper describes a unique combination of EIDM workshops and mentoring to build decision makers’ capacity to use evidence. It reflects how the deliberate design of sequential workshop and mentoring capacity-building activities enhanced programme effects and reports on the design features that we believe have most contributed to the observed effects. We have found that this combined approach is most effective when it is underpinned by a relationship-building theory of change and remains flexible and responsive to delivering on the needs of participants, and when it is delivered in a timely manner by partners who have been carefully paired with participants based on required expertise.
| Type: | Article |
|---|---|
| Title: | Practical reflections on combining workshops and mentorships to build capacity in demand and use of evidence in government organisations |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1332/174426417X15090121536975 |
| Publisher version: | https://doi.org/10.1332/174426417X15090121536975 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | evidence; government; mentorships; workshops |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10083679 |
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