One of the main objectives of evaluation is to promote organizational learning. However, even a well-used evaluation system does not generate learning automatically. This article discusses learning with reference to experiences in the Norwegian aid administration. It shows that evaluations generate learning in two modes: via involvement and via communication. If an organization wants to maximize its learning, it should pursue strategies to let the two modes supplement each other. Learning must be related to what people know—their knowledge structures—and what they need to know to do their job well. Evaluation systems may be only marginally effective when there is a need to change knowledge structures rapidly, particularly if the organization lacks dominating knowledge structures.
