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Monitoring Soft Outcomes D2 Egk
 

Monitoring Soft Outcomes D2 Egk

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This presentation is used in a webinar run by the University for Industry and their support to UK Online centres, ICT centres for community learners. It was created by Elizabeth Gray-Kinf of GKG.

This presentation is used in a webinar run by the University for Industry and their support to UK Online centres, ICT centres for community learners. It was created by Elizabeth Gray-Kinf of GKG.

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    Monitoring Soft Outcomes D2 Egk Monitoring Soft Outcomes D2 Egk Presentation Transcript

    • Elizabeth Gray-King Monitoring Soft Outcomes
        • Introductions
        • Expectations of this session, using the Whiteboard
        • Knowing the differences – Outputs and Outcomes
        • Why Monitor?
        • Finding outcomes and creating indicators
        • Monitoring Tools
        • Resources
        • Mopping up Expectations
      Monitoring Outcomes Webinar
    • There are two sorts of outcomes…
      • Hard outcomes
        • The things which can be counted, almost completely objective – the statistical kind of stuff
      • Soft outcomes
        • The things which are difficult to count, but which demonstrate growth – the touchy/feely kind of stuff
    • Hard outcomes
      • courses booked
      • courses completed
      • qualifications earned
      • progression made
      • Any statistical kind of evidence able to be demonstrated by clear records
    • Soft Outcomes
      • Interpersonal skills
        • social skills and coping with authority
      • Organisational skills
        • personal organisation and the ability to order and prioritise
      • Analytical skills
        • the ability to exercise judgement, managing time or problem solving
      • Personal skills
        • insight, motivation, confidence, reliability and health awareness
              • (Dewson et. al . 2000a).
    • The fundamental question : How do you know you’ve made a difference?
    • Outcomes and Outputs example….
    • Why monitor at all?
      • Evidence
        • that activities were designed effectively
        • that learners needs were met
        • for fundraising
        • for regulatory bodies
        • for funders
      • Ideas and evidence to
        • target new learners
        • market effectively
        • design future learning
        • design future monitoring tools
    • Where will we find our outcomes to measure?
      • Business Plan, proposals and tenders (the difference intended to be made)
      • Vision or Mission statement of organisation or project
      • Publicity about the project/course/services – what are the ‘selling points?’ and therefore the outcomes on offer?
    • How do we translate outcomes to measures?
      • Consider the features of a successful outcome…
      • For instance, Confident people can be spotted because they:
        • Talk with other people easily
        • Listen actively
        • Ask for help clearly
        • Informally offer help and guidance to others
        • Etc (quickthink with others what success LOOKS like)
      • Chart those descriptions to create
        • success indicators [what success looks like]
        • success measures [how you will count/observe/collect information]
      • Often these are called performance indicators
    • success indicators
      • What can be seen to indicate – to show – that positive changes have been made?
      • Run a Quick think or a participation exercise (or a simple mind map)
      • What would success LOOK like? (more relaxed expressions, engagement with others, clear preparation)
      • What would success SOUND like? (clear answers, effective questions, effective listening, compliments rather than complaints)
      • Each kind of course or intervention will have similar indicators and a range of different ones. Each one has a comparative and/or short accurate description (more, less, clear, fewer, more frequent, etc)
    • success measures
      • how you will count/observe/collect information?
      • Agree the tools to collect the success indicators
      • Agree what could be set in place to see the changes
        • observations at course start and at intervals
        • reports from tutors/volunteers at start and at intervals
        • self perception scales at course start and at intervals
        • Web based self perception scales at course start and at intervals
      • Ensure whatever is created is understood by all who will use it and asks information which is relevant (not merely interesting)
    • Tools for monitoring soft outcomes 1
      • Learning Records
        • Records of learner self-, group- and peer- assessment
        • Tutor records of assessment activities and individual/group progress
        • and achievement
        • Learners’ files, journals, diaries, portfolios, artwork, videos, audiotapes,
        • performances, exhibitions and displays
        • Individual or group learner testimonies: artefacts, photographs and other forms of evidence are also acceptable (LSDA/NIACE, 2003).
    • Tools for monitoring soft outcomes 2
      • Beyond recorded learning: Participatory approaches
      • http://www.peopleandparticipation.net/display/Methods/Participatory+Appraisal
      • “ The term Participatory Appraisal describes a family of approaches that enable local people to identify their own priorities and make their own decisions about the future, with the organising agency facilitating, listening and learning.
      • Participatory Appraisal uses visual and flexible tools to ensure that everyone can join in regardless of background. It can be carried out in a place where people already meet in their everyday lives.”
      • User friendly and user driven
    • Tools for monitoring soft outcomes 3
      • Existing programmes and web based tools
      • Bespoke tools
        • target charts
        • scaled lines
        • "race courses"
        • visuals
    • Target charts for Distance measure and travel
    • T Chart to gain impressions and future direction
    • Pairwise chart to choose from a range of options
    • Sticky dot voting to agree a choice
    • Resources
      • www.pms.ac.uk/ mymop / - health based personal measures and tools
      • http://www.dwp.gov.uk/asd/asd5/WP8_annexe.pdf - examples of different tools used to record personal soft skills and outcomes
      • http://communityplanning.net
      • http://www.peopleandparticipation.net/display/Methods/Home [example - http://www.peopleandparticipation.net/display/Methods/Open+Space ]
    • Mopping Up
      • Unmet expectations?
      • Examples from UK online centres?
      • Other issues?