In our previous post, we shared findings from Let’s Keep Learning, a research initiative led by Engage R+D and ORS Impact, with support from the Barr Foundation and others. In that post, we suggested, based on what we learned, that the challenge facing evaluation and learning in philanthropy is not primarily a value proposition problem, but a conditional, structural, and capacity problem.

Across interviews with a range of stakeholders, we heard real belief in the value of learning and evaluation. Leaders saw it as essential to understanding impact, improving strategy, and maintaining some accountability in a sector where formal accountability mechanisms are limited. But belief in the value of learning in theory is not the same as having the conditions, structures, habits, or capacity to use it well in practice.

To better understand how we might resolve this disconnect, we hosted a workshop at GEO’s 2026 National Conference with more than 100 foundation and evaluation leaders. We shared what we had been hearing through Let’s Keep Learning: foundation evaluation and learning functions appear relatively stable internally, while external capacity is under greater strain, and internal foundation staff are in some cases being asked to play broader roles without commensurate resources or clarity about scope.

We asked participants to help us think beyond diagnosis. Given current conditions, what should foundations do differently? What does learning need to become now? Where are there bright spots and examples of innovative practice that we could learn from? The ideas we heard fell into four broad categories.

Learning Needs to Move Closer to Strategic Decision-Making

Participants repeatedly named the need to orient strategy around questions, not just plans. They talked about using hypotheses, testing assumptions, embedding learning in goals and workplans, and making peace with “80 percent theses” that are directionally correct rather than waiting for perfect information. Each of these shifts, they said, greatly increases the usefulness and relevance of learning and evaluation work.

Read the full article about foundations' learning and evaluation by Clare Nolan, Yvonne Belanger, and Sarah Stachowiak at The Center for Effective Philanthropy.