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The importance of evaluation for social sector organizations: Evaluation helps social sector organizations understand if they are achieving their missions, objectives, and outcomes. According to the 2016 State of Evaluation Report by The Innovation Network

  • Only one out of 10 (12%) of nonprofit organizations spent the recommended amount (of 5% or more of their budgets) on evaluation, and only 8% of organizations had evaluation staff  (The Innovation Network, 2016)..

  • The use of evaluation to plan and improve programs is a high priority among funders (i.e., 93% of nonprofits use their data to report to funders and 45% of funders use their data to report to grantees) (The Innovation Network, 2016).

Sources for data above^: The 2016 State of Evaluation Report by The Innovation Network

The importance of being a learning organizations responding to trauma 

  • 73.1% of high school students reported at least one adverse childhood experience (ACE) during the COVID-19 pandemic., and 53.2%, 12.0%, and 7.8% reported one to two, three, and four or more ACEs, respectively (Anderson, Swedo, Trinh, et al. 2022).

  • Disciplinary referrals decreased by 32% after one year of school wide trauma training and ongoing consultation about trauma-informed care (Dorado, Martinez, McArthur, & Leibovitz, 2016).

  • 75 % of teachers indicated thoughts or plans to change careers, retire, or transition to another school as result of secondary traumatic stress (Caringi et al., 2015)

Sources for data above^: (a) Anderson KN, Swedo EA, Trinh E, et al. Adverse Childhood Experiences During the COVID-19 Pandemic and Associations with Poor Mental Health and Suicidal Behaviors Among High School Students — Adolescent Behaviors and Experiences Survey, United States, January–June 2021. MMWR Morb Mortal Wkly Rep 2022;71:1301–1305. DOI: http://dx.doi.org/10.15585/mmwr.mm7141a2; (b) Caringi, J., Stanick, C., Trautman, A., Crosby, L., Devlin, M., & Adams, S. (2015). Secondary traumatic stress in public school teachers: Contributing and mitigating factors. Advances in School Mental Health Promotion, 8(4), 244–256.; (c) Dorado J. S., Martinez M., McArthur L. E., Leibovitz T. (2016). Healthy Environments and Response to Trauma in Schools (HEARTS): A whole-school, multi-level, prevention and intervention program for creating trauma-informed, safe and supportive schools. School Mental Health, 8, 163–176. doi:10.1007/s12310-016-9177-0

Employees in United States companies spend approximately 2.8 hours each week involved in conflict. This amounts to around $359 billion in hours paid that are filled with – and focused on – conflict instead of on positive productivity. The figure is the equivalent of 385 million days on the job going toward the goal of arguing, as opposed to being put toward collaboration. A full day of productivity each month. This is 2-1/2 weeks of productivity each year (CPP Inc., 2008).

60% of employees never received basic conflict management classes or training for conflict resolution in the workplace. Of those who did, 95% state that the training helped them navigate workplace conflict positively and seek mutually beneficial outcomes (CPP Inc., 2008).

Companies with a healthy corporate culture report, on average, a turnover rate of just 13.9 percent compared to 48.4 percent at companies with a poor culture (Columbia University, 2012).
Additional Sources