Implementer learning in developmental evaluation: A cultural historical activity theory and expansive learning analysis

Abstract

Cultural historical activity and expansive learning theories were employed in a retrospective case study to investigate implementer learning and how knowledge is co-created in the early stage of an inter-agency partnership supported with developmental evaluation. Data collection methods were semi-structured qualitative interviews, evaluator field notes of implementer discursive interactions, evaluator log, and ethnographic program observations. Activity system analyses revealed a primary contraction between organizational independence and interdependence, which inhibited program implementation. Learning as negotiated work with conflicts manifesting from this contradiction evolved implementer perspectives and created a new model of interdependent implementer leadership practice. The mediating role of the developmental evaluator involved both reality testing and serving as a neutral mediating presence that supported implementers importing their resources for problem-solving as expansive learning.