Step 07

Defining and Measuring Success

Articulating what success looks, feels, sounds like is necessary so that student groups can easily identify when they reach it, or not. Students may need encouragement along the way to continue to strive for reaching their goals and not settling for less than they initially planned (unless there is very good reason to re-plan the project).

ACTIVITY How will you know if you are successful? (30 minutes)

Adapted from: LSF – Engaging Students in Sustainable Action Projects

As a group, choose definitions of success that are appropriate and motivating. Formally assess ‘success’ against the criteria the students developed in the action plan (see item #17 in the Action Planning Framework) at least once before the end of the project as well as at the end of the project.

Use the 12 Minute Briefing to stay in touch with each group. It may be possible to hear a briefing from two or more groups per work session enabling the teacher to stay in touch with each group regularly.

ACTIVITY 12-Minute Briefing (12 minutes)

Adapted from: TOOLS for Leadership and learning: Building a learning Organisation.

An opportunity for each group to present a brief update to the teacher/instructor. Each time a briefing is given it could be delivered by a different group member (sharing responsibility). The briefing is kept short allowing for questions time and having the entire process over in 12 minutes.

Procedure

The student presenting the briefing needs to focus only on key points and limit background information to 5 minutes. The whole process should take no longer than 12 minutes. Give the person doing the 12-Minute Briefing an opportunity to do a practice by presenting the 5 minute project description back to the group. This can give all concerned reassurance that the message is clear, succinct, and accurate.

WHAT RESOURCES DO I NEED?

To give a 12-Minute Briefing, you need a short briefing note and some preparation time.

Using other strategies to monitor progress including:

• Dialogue sessions with other student groups
• Monitor student participation and engagement via conversations and eagerness to be involved
• Use teacher-student relationships to gauge student real interest
• Offer tips to groups and individuals about how to proceed when spirits are flagging
• Be engaged and helpful where possible (without being too involved)
• Survey student attitudes at the start and then again at the end
• Determine what knowledge is developing in students though questioning and other relevant strategies
• Environmental benefits, Social Benefits (fun, laughs, good times), Well being