‘Talking the talk’ – a discursive approach to evaluating management development

Much evaluation practice is guided by a theoretical anachronism. Systematized and formulaic approaches of chain reaction models of evaluation are based on conceptions of management which are over 50 years old. This study presents an evaluation of a management development intervention which used evidence of discursive shift in learners as an indicator of attitudinal and behavioural change brought about by the learning programme. The approach taken characterizes the learning event and the evaluation process as interventions which have the capacity to help learners to shape their identity and in which language is a mediator of learning. The results of the study, which applies both quantitative and qualitative techniques, are used to argue in favour of the deployment of a model of evaluation which has a focus on social and relational aspects of a managers' role.