Abstract
This article outlines an attempt at realizing mutuality between evaluation and action science in feedback within an aspiring principal leadership development programme in New Zealand. The evaluation was specifically designed to overcome the formative—summative divide through ongoing, often immediate, dialogue using an action science approach. The approach initially focused on detecting and correcting any errors or gaps between ‘‘espoused theory’’ (intentions, goals) and ‘‘theory-in-use’’ (programme implementation) to enable continuous improvements. There is some evidence that the approach may have strengthened the programme. Specifically, in a case study region that had the most intensive feedback, outcomes included lowering of defensiveness and increasing demand for feedback with some facilitators; increased aspirant ratings for the programme; enhanced aspirant confidence in applying for principalships; a greater number of aspirants gaining principalships; and higher response rates to questionnaires. Despite the traditional limitations of time and threat linked to the feedback approach, the multiple positive outcomes noted that might be attributable to the feedback signal that the causal links between such an approach and improved programme outcomes is, at the very least, worthy of further investigation.
Published Version
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