Table 2 Representative statements for each cluster in the Australia concept map with statement ID and bridging values
Cluster Statement | Bridging Value | ||
|---|---|---|---|
1. Integrity of evaluators | |||
13 | Be humble, empathic, open, and honest. | 0.00 | |
1 | Observe with both eyes, listen with both ears and speak little. | 0.02 | |
15 | Talk the walk and walk the talk’ i.e., evaluators need to say what they are going to do, do what they say. | 0.11 | |
2. Building and maintaining relationships with community | |||
32 | Consider and address gender roles and responsibilities prior to starting the evaluation. | 0.23 | |
49 | Reflect on the connection of the evaluator/s with the community/iwi/hap? and the kaupapa or reason for the evaluation/project. How strong is the connection and how “good” is the fit? Is there someone else who should be here? | 0.25 | |
80 | Make time for evaluator/s and the community to “get to know each other”, make relationship connections and build trust early before the evaluation can move forward. | 0.25 | |
3. Community-driven evaluation methodology | |||
106 | The methods used to collect data are life affirming and meaningful for Indigenous evaluators and/or participants. | 0.17 | |
104 | The evaluation plan and approach build on the strengths of Indigenous people and culture. | 0.21 | |
53 | Capture the diversity of Indigenous peoples within and between communities. | 0.23 | |
4. Strengths-based approach to evaluation | |||
45 | Consider and address the power dynamics and relationships between the evaluators and participants. | 0.20 | |
18 | Ensure that integrity is at the forefront of the evaluation process. | 0.22 | |
69 | Conduct evaluation activities in a manner that enhances the standing of the Indigenous community including accommodating conflicting views and looking for ways forward. | 0.23 | |
5. Respecting language protocols | |||
17 | Correctly pronounce the Indigenous language of respective Indigenous communities. | 0.38 | |
29 | Pay attention to Indigenous people’s preference for language i.e., know when it is appropriate to use Indigenous language or not. | 0.38 | |
62 | Where necessary, ensure that an interpreter who is trusted and well regarded by the community is available. | 0.38 | |
6. Cultural capability of evaluators | |||
34 | Have a respected cultural advisor on the team. | 0.20 | |
105 | Non-Indigenous evaluators need to take responsibility and recognise the impact of their ‘whiteness’ including the increased opportunities this confers to exercise power and control. | 0.24 | |
64 | Those undertaking the evaluation have received cultural safety training, if non-Indigenous. | 0.25 | |
7. Reciprocity | |||
103 | Think about how to present unpalatable, difficult or challenging data - or even missing data - how can this be done so it doesn’t cause further harm? | 0.71 | |
77 | Include opportunities for Indigenous capacity building in the program and the evaluation. | 0.71 | |
82 | Train local Indigenous people to work on the evaluation. | 0.80 | |
8. Respectful communication | |||
24 | Ensure that the evaluator is able to inform the project and impact on the credibility of the evaluation findings and the integrity of all those involved. | 0.58 | |
23 | The language used to share evaluation information with the community is easy to follow so the community understands what is being done, and how they can be involved, if appropriate. | 0.74 | |
56 | Maintain confidentiality regardless of how minor the issue may be - keeping it confidential is critical. | 0.77 | |
9. Translating and honouring evaluation results for Aboriginal community benefit | |||
7 | Evaluation findings are adequately communicated to policy makers in the interests of effecting positive change. | 0.38 | |
41 | Consider and address how evaluation results may be translated into longer term benefits for the Indigenous community. | 0.42 | |
95 | Secure community endorsement for publication and reports | 0.49 | |
10. Aboriginal voice and representation | |||
72 | Engage community in planning and co-creation of the evaluation framework/model. | 0.21 | |
92 | Identify who the “community” is - ensure the community identified by the commissioner is actually the right community. | 0.23 | |
5 | Work with Indigenous people in the planning stages to find out what they want to know to ensure that the evaluation questions reflect their needs, issues and concerns. | 0.28 | |
11. Community-engaged evaluation planning | |||
87 | What Indigenous people value about the program/initiative is reflected in the evaluation questions and plan. | 0.18 | |
43 | That program objectives and targets have been defined by the community and not by an external party such as a funding body. | 0.23 | |
84 | Outcome measures are defined with the community to capture what is important to the community as well as the funding body. | 0.28 | |
12. Funding that is responsive to Aboriginal community needs and priorities | |||
78 | The evaluation terms of reference or activity plan is balanced so it meets the requirements/needs of the community and the agenda of the evaluation commissioner. | 0.17 | |
71 | Clearly and overtly define the power dynamics of all stakeholders and use this to assist in defining the purpose and audiences of the evaluation in the evaluation design. | 0.30 | |
65 | Ensure from the outset of planning that commissioners engage and consult with Indigenous people. | 0.33 | |