Tool: Setting indicators

Examples of competency indicators / key questions

To develop an indicator, state: ‘(percentage/number) of target participants can…’

To develop a key question, state: ‘Can target participants…?’

Communication and expression: 

… listen to the ideas and opinions of others without interrupting; assert their ideas and opinions within peer groups as appropriate/ …explain which style of communication they most often use and identify other styles of communication observed in others/ …express themselves using creative, artistic and cultural activities/ …communicate calmly and effectively in challenging situations

Identity and self-esteem: 

…engage in activities that help them learn about themselves/ …explain a range of influences to their identity and the identity of others/ …respectfully engage in activities together and speak out against bullying/ …express gratitude and appreciation to other peers

Leadership and influence: 

…describe multiple styles of leadership and leadership styles of others/ …influence family, friends and peers in positive and constructive ways/ …build trust with persons who they don’t know or with persons who have been hurt by conflict/ …take initiative to transform conflict in positive ways (or build peace) in family, friend and peer groups, or within the community

Problem solving and managing conflict: 

…gather and analyze information from a range of sources/ …reframe negative views of conflict toward more positive ones; find ‘win-win’ solutions to conflicts in family, friend and peer groups, or in the community/ …intervene and de-escalate conflict; negotiate between persons or parties in conflict/ …facilitate dialogue in groups and build consensus around shared issues

Coping with stress and managing emotions: 

…identify and describe a range of emotions felt by oneself and others involved in reference to a specific situation or event/ …explain practical techniques one can employ to deal with negative emotions/ …exhibit calm behavior in challenging situations; help others to feel calm or heal from traumatic experiences/ …forgive those who have caused hurt or pain; rebuild damaged relationships for oneself and support others to do the same

Cooperation and teamwork: 

…identify persons who feel excluded in groups and describe a diverse array of groups who are marginalized in the community/ …include others who have been excluded in cooperative activities; solve problems cooperatively/ …engage in activities that support a feeling of community; organize events and activities in the community; bring diverse persons and groups together/ …use participatory methods and facilitate cooperative activities in groups

Empathy and respect: 

…appreciate the ideas and opinions of others; understand the challenges and struggles of others/ …recognize and explain the feeling of others and reasons behind why one may have a certain feeling/ …console, counsel or comfort others who have experienced hurt or pain/ …engage in activities that serve the community and care for others

Hope for the future and goal setting: 

…plan and organize activities; manage time toward the achievement of a goal/ …describe alternatives to violence and conflict; describe what the future would look like with no conflict or violence/ …describe the steps needed to achieve a goal 

Critical thinking and decision making: 

…identify stereotypes of family, friends & peers; describe common stereotypes, prejudice behavior, racism, sexism, etc. seen in the community/ …describe the influences to one’s own opinions and the factors that influence the opinions of others/ …doubt, question, inquire, analyze, test and make conclusions when presented with unreliable information/ …analyze multiple sources of information and make sound decisions

Creativity and innovation: 

…see opportunities when they arise & take them/ …take healthy risks and experiment with alternative approaches to find the best possible solutions to problems/ …brainstorm with others in groups and generate new ideas/ …imagine creative alternatives to the present conflict or humanitarian situation

* This handout is associated with Examples for formalizing learning goals.