This blog interview series was developed and is curated by Cristina Repede. It is an initiative of the Emerging Evaluators Thematic Working Group (TWG) of the European Evaluation Society (EES), published in partnership with EvalYouth Europe, and reflects EES’s ongoing commitment to spotlight diverse voices and experiences within the evaluation community.

Today’s interview is with Andreas Denbach, a senior evaluator, with 25 years of experience in development project management and evaluation, primarily as a team leader. He has worked with prestigious organizations such as the Asian Development Bank (ADB), German Technical and Financial Cooperation (GTZ/GIZ and KfW), European Commission, Lux Development, Swedish International Cooperation Agency (SIDA/Indevelop AB), World Bank, and UNDP. His international experience spans across numerous countries, including Albania, Bulgaria, Bosnia & Herzegovina, Cambodia, China, Ethiopia, Macedonia, Germany, Kazakhstan, Kenya, Kosovo, Lao PDR, Malaysia, Moldova, Myanmar, Netherlands, Nigeria, Papua New Guinea, and Pakistan.

Building a career in evaluation is rarely a straight line. For Andreas Denbach, the journey has been one of continuous evolution, shaped by growing maturity, by learning to approach complexity with greater nuance, becoming more flexible in the face of uncertainty, and letting go of rigid judgments. 

Development projects are often launched with clarity of purpose and high hopes. Yet, as Andreas reflects, translating those ambitions into meaningful, lasting impact is rarely straightforward. Political interests, cultural dynamics, and economic constraints often complicate the picture. Over time, Andreas has come to view evaluation not as a final verdict on whether a project worked, but as a vital space for testing assumptions, learning from what unfolds, and adapting along the way. This perspective echoes insights from Poor Economics by Banerjee and Duflo, who argue that development work often falters not because ideas are bad, but because they’re based on assumptions that haven’t been tested in practice.

In this conversation, Andreas shares insights that are not only grounded in technical expertise, but shaped by lived experience. He speaks to the value of mentorship, the importance of collaboration, and the need to stay grounded in context, reminding us that evaluation isn’t just about results, but about the questions we’re willing to ask.

1.Why did you choose evaluation as a career path? 

My area of ​​specialization is the education sector, particularly in Technical and Vocational Education and Training (TVET). TVET focuses on equipping individuals with practical skills that prepare them for employment in specific industries, such as healthcare, IT, or construction. It’s a critical field for development, as it directly addresses employment challenges and economic growth. However, what drew me to evaluate in this sector was the realization that many projects are designed based on assumptions that often don’t hold true in practice.

For instance, in many education projects, it’s commonly assumed that building new schools will automatically lead to improved access to education or better learning outcomes. At first glance, this seems logical, more schools should mean more students. However, the reality is far more complex. Simply constructing schools doesn’t address deeper issues like whether families can afford to send their children to school, whether teachers are adequately trained, or whether cultural barriers such as gender inequality prevent certain groups from benefiting projects that fail to achieve their intended impact.

This critical observation, recognizing that assumptions must be questioned and validated, pushed me toward a career in evaluation. I realized that evaluation plays a crucial role in uncovering whether projects are genuinely achieving their goals or merely creating the appearance of progress. By systematically analyzing project outcomes, evaluation allows us to challenge these assumptions, identify gaps, and ensure that interventions are truly effective. For me, evaluation is about asking the tough questions that help improve not only individual projects but the broader systems they aim to change.

2.What are three concrete actions young evaluators can take to effectively break into the highly competitive field of evaluation and start building a successful career?

Breaking into the field of evaluation is undoubtedly challenging because it requires a combination of technical skills, practical experience, and professional networks. However, there are three key actions young evaluators can take to establish themselves and start building a career.

First, engage in real-world evaluations as early as possible. Practical experience is invaluable. While academic knowledge provides a foundation, the actual work of evaluation such as collecting data, working in the field, and navigating real-world complexities is where you learn the most. This hands-on exposure helps you understand how evaluations operate in different contexts and builds a portfolio you can show to future employers.

Second, focus on developing strong relationships and building your professional network. Joining organizations like the European Evaluation Society (EES) or Better Evaluation is an excellent way to meet experienced evaluators and learn from their insights. Attend conferences, participate in webinars, and don’t hesitate to reach out to potential mentors or collaborators. A strong network can open doors to opportunities that may not be publicly advertised.

Finally, hone your technical skills. Evaluation requires a deep understanding of both qualitative and quantitative methods, so invest in learning tools like data analysis software or frameworks for designing evaluations. Platforms like EvalPartners or Better Evaluation offer resources to enhance your skills. 

In essence, the key is to start small, build meaningful connections, and continuously refine your skills. These steps will not only help you break into the field but also lay the foundation for long-term success.

3.Can you share an example of a mentor who significantly impacted your career in evaluation and the lessons you learned from them?

Mentorship has played a pivotal role in shaping my career. Early on, I had the opportunity to work with a mentor who invited me to participate in the evaluation of a major development project funded by the German Ministry of Economic Cooperation and Development (BMZ). This was a high-stakes program involving powerful organizations and implementing agencies with vested interests in achieving positive evaluation results.

One of the most valuable lessons my mentor taught me was the importance of maintaining independence and integrity as an evaluator. In this particular project, there were heated debates during meetings with stakeholders, representatives from the ministry, implementing organizations, and program beneficiaries, all of whom had different priorities and perspectives. Navigating these dynamics required not just methodological expertise but also the ability to stay impartial and focused on evidence-based conclusions.

My mentor emphasized that competence in evaluation methods is the foundation of an evaluator’s credibility. This lesson helped us deliver an unbiased, high-quality evaluation report with actionable recommendations. Beyond this, I learned that evaluation is not just about providing accountability or steering decisions, it’s also a powerful tool for fostering learning and development among stakeholders.

4.How long does it typically take to become an established evaluator, and how does the progress of an evaluator unfold over the first three to five years?

It’s difficult to pinpoint exactly how long it takes to become an ‘established’ evaluator because it depends on what we mean by ‘established.’ If we define it as having a solid foundation of experience and being recognized for delivering quality work, I’d say it typically takes around three to five years. However, those first few years can be particularly challenging.

The first two to three years are often the hardest. As an evaluator, your findings may not always be welcomed. Stakeholders often prefer success stories, but evaluation isn’t just about affirming what went well, it’s about critically analyzing what didn’t. Presenting findings that highlight weaknesses or areas for improvement can be difficult, especially in contexts where stakeholders have vested interests in portraying a project as successful. This resistance can feel discouraging for new evaluators, but it’s an essential part of the learning process.

What can make this phase easier is working in a strong team. Collaborating with at least one team member who excels in data collection, analysis, and interpretation can significantly improve the quality of the evaluation and reduce the pressure on less experienced evaluators. Of course, the level of difficulty also depends on the objectives of the evaluation. If the focus is on learning – helping stakeholders reflect and improve – it’s often easier to navigate. However, if the evaluation is centered on accountability or steering decisions, there’s greater pressure to identify weak spots, which can be more demanding.

Over the years, evaluators also tend to evolve in how they approach their work. For example, when I started, I primarily focused on delivering findings such as presenting facts, figures, and results, even when they weren’t favorable. But as I gained more experience, I began to shift my focus to what comes next: the recommendations. For me, a good evaluation isn’t just about identifying problems but about helping stakeholders learn from them and charting a constructive way forward.

This shift has led me to think more carefully about how to write evaluation reports. While it’s important to present findings clearly and objectively, I’ve learned that the real value lies in the recommendations. These need to be practical, forward-looking, and mindful of the project’s context, including budget and administrative constraints. That said, I also believe that nothing is set in stone; many constraints can be worked around with the right approach.

In summary, becoming an established evaluator requires time, resilience, and a commitment to growth. The early years are tough, but they teach you how to handle resistance, collaborate effectively, and refine your methods. 

5.How do you stay updated with the latest trends and methodologies in evaluation, and what resources would you recommend to newcomers?

In a field as dynamic as evaluation, staying updated is crucial. New methodologies, frameworks, and trends emerge constantly, and keeping pace ensures that our work remains relevant and impactful. For me, one of the best ways to stay informed is by being an active member of professional evaluation societies. For example, I’m part of the German Evaluation Society (DEGEVAL) and the European Evaluation Society (EES). 

Additionally, I recommend newcomers explore platforms like Better Evaluation, which is a treasure trove of resources on evaluation methods and practices. These platforms not only provide theoretical insights, but also practical tools and case studies that help you understand how methodologies are applied in real- world contexts.

Personally, I make it a habit to attend at least one major conference annually and regularly read evaluation journals, such as the American Journal of Evaluation. These activities help me stay connected with peers and expose me to innovative ideas and techniques. I also allocate time each month to reflect on recent trends and consider how they might apply to my ongoing projects.

For newcomers, the key is to be proactive in seeking out these opportunities. Join professional societies, participate in discussions, and explore online resources. Staying engaged with the evaluation community is the best way to keep learning and growing in this field.