Excellence In School Projects Award Model & Criteria A comprehensive framework that helps in spreading around the culture of planning and effective modelling of thoughts, ideas and projects in order to deliver the effective planning as one of the main pillars for the success and sustainability of any project while considering the linkage with surrounding communities and productive team work towards maximizing the return and impact on all participants, surrounding communities and shared vision Author: Malek Mohammed Ghazo 2015
31
Embed
Excellence In School Projects Award Model & Criteria
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Excellence In School Projects Award
Model & Criteria
A comprehensive framework that helps in spreading around the culture of planning and
effective modelling of thoughts, ideas and projects in order to deliver the effective planning as
one of the main pillars for the success and sustainability of any project while considering the
linkage with surrounding communities and productive team work towards maximizing the
return and impact on all participants, surrounding communities and shared vision
Author: Malek Mohammed Ghazo
2015
Excellence In School Projects Award
The Hashemite Kingdom of Jordan
Deposit number at the National
Library
(2015/12/5760)
Excellence In School Projects Award
I would like to express my sincere & thankful feelings for
everyone who helped me, supported me and believed in my
capabilities to finish this excellent and well-structured piece of
Figure 1: EISP Award Model .................................................................................................................. 11
7
Introduction (Initiative/Project introduction content to be added here)
8
Initiative/Project Identification (Initiative/Project identification content to be added here)
9
Initiative/Project Alignment with Sponsor Organization Strategic Goals (Initiative/Project Alignment Details to be added here)
10
Initiative/Project Alignment with the National and International Goals
(where appropriate)
11
Excellence In School Projects Award - EISP Award Model
Figure 1: EISP Award Model
12
Enablers – Readiness
80% of the whole award assessment weight was allocated for the enablers and readiness criteria.
This was done in order to help in spreading around the culture of planning and effective modelling of
thoughts, ideas and projects with a main aim towards structuring one of the main pillars for success and
sustainability which is;
Effective planning.
This pillar usually occupies most of the time and effort reserved for any project, since effective planning
guarantees bigger opportunity towards accomplishing desired goals and results.
Results – Expected output/outcome/impact
20% of the whole award assessment weight was allocated for the results criteria.
This percentage of the assessment weight was assigned since we have taken into considerations
participants ages and the limited experience they have in the overall project/initiative goals analysis in
order to identify expected results and future impacts.
For this reason, teachers and tutors rule in this part of the award would be bigger as of the expected
impact of them on students in terms of identifying and assessing project/initiative impacts. Moreover,
teachers and tutors are expected to help students in structuring their plans and direct their efforts
towards accomplishing expected impacts in the most efficient and effective ways.
13
Excellence in School Projects Award Criteria
Enablers – Readiness (80%)
# Enablers – Readiness Criteria Assessment Weight
1 Identify the Initiative and Related Goals 10%
2 Planning and capabilities identification 15%
3 Volunteering 25%
4 Social Involvement 25%
5 Productive Team Work 25%
Criteria # 1: Identify the initiative and related goals
This criteria focuses on directing participants towards developing a comprehensive framework in order to identify the main goal for the initiative and its title while identifying all related goals.
Volunteer Citizens depend on the following:
a. Participants adopt the team work methodology when identifying different ideas for the
main initiative which can then be transferred into doable projects.
b. Participants analyze identified ideas and chose the best one that does intersect with
their vision, values and common thoughts.
c. Participants identify the overall and comprehensive goal of the initiative’s project.
d. Participants identify project’s main goals taking into considerations their alignment with
project’s vision and the overall goal.
(More sub-criterions to be added here based on further requirements)
14
Criteria # 2: Planning and goals identification
This criteria focuses on helping participants to focus on building their project plans within the time period allocated for the project to be accomplished while depending on all requirements needed to initiate and execute the project.
This criteria focuses as well on supporting participants in identifying their internal capabilities (known & still to be known capabilities) which can help in executing the project.
Volunteer Citizens depend on the following:
a. Participants divide the project into phases based on the identified main goals.
b. Participants distribute project’s main goals on project phases while ensuring the clear
relation between each goal and related project phase.
c. Participants identify the total time to execute the project and required time for each of
the project phases.
d. Participants identify the time needed to accomplish each goal while taking into
considerations the right sequence of accomplishing each goals and any parallel work
need to be done.
e. Participants identify needed capabilities to execute the project and identify each
participant’s capabilities.
f. Participants identify unavailable capabilities and set plans to overcome this shortage or
to build them.
(More sub-criterions to be added here based on further requirements)
15
Criteria # 3: Volunteering
This criteria focuses on identifying the linkage between the project and the social work participants welling to be part of whether on the school level, neighborhood level or national level.
Volunteer Citizens depend on the following:
a. Participants identify the contribution of the project in strengthening the citizenships
good spirit and the planting of loyalty, tolerance and responsible values.
b. Participants identify the linkage between the project and environmental, educational,
health, cultural, artistic, scientific and other related aspects.
c. Participants identify the impact of the project on the surrounding society whether on
the school level, neighborhood level or national level.
d. Participants work together to link the project with their identified drivers for helping
others and contribute in society building.
e. Participants work together to link the project with the freedom of speech through
taking into considerations all thoughts and ideas of participants and community
members in issues that are important for the whole community with a main focus on
building generations that have more awareness accompanied with clear vision towards
pushing forward the wheel of continuous development and growth.
(More sub-criterions to be added here based on further requirements)
16
Criteria # 4: Social Involvement
This criteria focuses on identifying the linkage between the project and surrounding community needs.
It focuses as well on participants working together to involve community members in accomplishing projects goals and the positive expected impact aimed to be reflected on the community and community members.
Volunteer Citizens depend on the following:
a. Participants identify the needs of surrounding community and their linkage with
project’s main goals and sub goals.
b. Participants work together to identify the positive impact of the project that is reflected
on surrounding community and community members in linkage with accomplishing
each of the project’s goals.
c. Participants promote their social contribution in order to collect back the most direct
and indirect involvement from community members.
d. Participants work together on involving community members in the contribution of
project’s goals accomplishment based on their capabilities and project’s needs.
(More sub-criterions to be added here based on further requirements)
17
Criteria # 5: Productive team work
This criteria focuses on the importance of team work between participants in order to accomplish project’s main goals through directing participants to create a positive and creative environment that supports their willingness to share efforts between each other towards accomplishing final results that will be collaborative, positive and productive while concentrating as well on the team work with external parties and entities.
Volunteer Citizens depend on the following:
a. Participants work together to ensure the availability of all requirements needed to help
in having the most efficient team work between them.
b. Participants work together to ensure the availability of all requirements needed to help
in having the most efficient team work with society members.
c. Participants work together to sustain the linkage between team working and all
positively accomplished results due to the increase in team work efficiency.
(More sub-criterions to be added here based on further requirements)
18
19
Results – Output/Outcome/Impact (20%)
# Enablers – Readiness Criteria Assessment Weight
6 Expected output/outcome/impact on future vision 5%
7 Expected output/outcome/impact on society 7.5%
8 Expected output/outcome/impact on participants 7.5%
Criteria # 6: Expected output/outcome/impact on future vision
This criteria focuses on the current baseline and expected output/outcome/impact during and
after executing the project on the future vision that should be identified by participants based
on the linkage between their project’s main goal and award’s theme.
Volunteer Citizens depend on the following:
a. Participants identify expected short term output/outcome/impact due to the execution
of project’s main goals.
b. Participants identify expected long term outcome/impact due to the execution of
project’s main goals.
c. Participants link between expected future outcome/impact and needs of surrounding
communities and environment.
(More sub-criterions to be added here based on further requirements)
20
Criteria # 7: Expected output/outcome/impact on society
This criteria focuses on the current baseline and expected output/outcome/impact during and
after executing the project on the surrounding community whether on the school level,
neighborhood level or the national level.
Volunteer Citizens depend on the following:
a. Participants identify expected output/outcome/impact due to the execution of project’s
main goals on the targeted community (community as whole).
b. Participants identify expected output/outcome/impact due to the execution of project’s
main goals on the targeted community (community as members and citizen groups).
c. Participants identify expected output/outcome/impact due to the team working with
society members in executing project’s goals and recognize every collaborative effort
with them.
d. Participants measure output/outcome/impact on the society (taking into consideration
what is available to help in these measurements and participants’ abilities/capabilities
to prepare measurement indicators and actually running them).
(More sub-criterions to be added here based on further requirements)
Criteria # 8: Expected output/outcome/impact on participants
This criteria focuses on the current baseline and expected output/outcome/impact during and
after executing the project on participants and the development of their personal abilities and
capabilities in the different educational and practical aspects.
Volunteer Citizens depend on the following:
a. Participants identify expected output/outcome/impact due to the execution of project’s
main goals on the development of their personal abilities and capabilities.
b. Participants identify expected output/outcome/impact due to the execution of project’s
main goals on the development of their knowledge and educational capabilities.
c. Participants identify expected output/outcome/impact due to the execution of project’s
main goals on the development of their knowledge and practical capabilities.
d. Participants identify expected output/outcome/impact due to the execution of project’s
main goals on the development of any other knowledge and capabilities.
(More sub-criterions to be added here based on further requirements)
21
Glossary
Output: the amount of something produced by a person, machine, or industry.
Outcome: the way a thing turns out; a consequence.
Impact: a marked effect or influence.
A quick example to make all of this personal, practical and relevant: If you are trying to get in shape, you may well try to lose weight. Output:
The amount of calories you consume minus the amount of calories you burn. Outcome: your observed weight. Impact: The degree to which
your level of health is improved by your weight loss.
Enabler: a person or thing that makes something possible.
Result: a thing that is caused or produced by something else; a consequence or outcome.
Sustainability: is the ability to continue a defined behavior indefinitely.
Volunteering: freely offer to do something.
Social Responsibility: an ethical framework which suggests that an entity, be it an organization or
individual, has an obligation to act for the benefit of society at large. Social responsibility is a duty every
individual has to perform so as to maintain a balance between the economy and the ecosystems.
Citizen: an inhabitant of a particular town or city.
Vision: the ability to think about or plan the future with imagination or wisdom.
Goal: the object of a person's ambition or effort; an aim or desired result.
Readiness: the state of being fully prepared for something.
Effective: achieving maximum productivity with minimum wasted effort or expense.
Efficient: working in a well-organized and competent way
Project: a proposed or planned undertaking.
Plan: a detailed proposal for doing or achieving something.
Assessment: a process to evaluate or estimate the nature, ability, or quality of.
Criteria: a principle or standard by which something may be judged or decided.
Initiative: an act or strategy intended to resolve a difficulty or improve a situation; a fresh approach to
something.
Team work: the combined action of a group, especially when effective and efficient.
22
Capability: the power or ability to do something.
Tolerance: the ability or willingness to tolerate the existence of opinions or behavior that one dislikes or
disagrees with.
Loyalty: a strong feeling of support or allegiance.
Value: principles or standards of behavior; one's judgement of what is important in life.
Framework: a basic structure underlying a system, concept, or text.
Citizenship: the position or status of being a citizen of a particular country
Community: a group of people living in the same place or having a particular characteristic in common /
the condition of sharing or having certain attitudes and interests in common.
Baseline: a minimum or starting point used for comparisons.
23
References
1. Malek Ghazo, Service management: managing services in the telecom industry in relation to
market logic, customer involvement, partner selection and supplier selection. The deposit number
at Jordan National Library (2015/6/3004).
2. Normann, Richard and Rafael Ramirez, From Value Chain to Value Constellation: Designing
Interactive Strategy, Harvard Business Review, 71 (1993) 65.
3. Stephen L. Vargo and Robert F. Lusch, Evolving to a new dominant logic for marketing, Journal
of Marketing, 68 (2004) 1.
4. Xiang Zhang and Rongqiu Chen, Examining the mechanisem of the value co-creation with
customers, Int. J. Production Economics, 116 (2008).
5. Chickery J. Kasouf, Jenny Darroch, Clase M. Hultman and Morgan P. Miles, Service dominant
logic: Implications at the marketing/entrepreneurship interface, Journal of Research in Marketing
and Entrepreneurship, 10 (2008) 57.
6. Stephen L. Vargo, Paul P. Maglio and Melissa Archpru Akaka, On value and value co-creation:
A service systems and service logic perspective, Europian Management Journal, 26 (2008) 145.7
7. Rajesh Kumar and Uday Kumar, A conceptual framework for the development of a service
delivery strategy for industrial systems and products, Journal of Business and Industrial
Marketing, 19 (2004) 310.7
8. Nina Lindberg and Fredrik Nordin, From products to services and back again: towards a new
service procurement logic, Indistrial Marketing Management, 37 (2008) 292.
9. Oliva, R., & Kallenberg, R., Managing the transition from products to services, International
Journal of Service Industry Management, 14 (2003) 160.
10. Stephen L. Vargo and Robert F. Lusch, The service dominant logic mindset (2008), Available