Success Coaches Professi onal Development

Goal-Setti ng and Monitoring Workshop

Total Time: 60 min. 12-3-2013
1) Learner Outcome: Better understand how to set goals and coach students on
goal-setting and attainment.
a) Resources: large sticky notes, markers permanent and erasable white
board, white board erasers, notepads, pens/pencils, copies of short & long
term goal planning sheet
b) Space: Room with moveable chairs, whiteboard, projector, computer
Time: 2 min. 2) Introduction: Hello, my name is ___________. I am (title/role at the College),
and I will be facilitating this session on goal setting. We will have approximately
XX min. to work together to clarify how best to work with Core Scholars as a
Success Coach in goal setting and attainment.
Time: 5 min. 3) What are Goals and Objectives: Present the definition of a goal as a broad
statement of purpose. Offer an example: get in shape.
Briefly discuss the link between goals and objectives: an objective is measurable,
specific and determines the focus of the evaluation. They help to measure both
successes and weaknesses of any given project/event or action. There is a direct
relationship between goals and objectives. If all the objectives of the
project/action are achieved, its goals will also be achieved.
Time: 45 min. 4) Activity #1: What are some goals you have set for yourself?
Instructions: Get on up, stretch your legs and grab a dry erase marker. Find a
spot on the white board and write out 2-3 goals you have set for yourself in the
next 3-6 months goals you are comfortable sharing with us . Ill give you about
5 min. to post them.
Raise following questions and facilitate a discussion with the participants:
Lets see what goals weve got here, who is willing to share? How did you go
about setting those goals for yourself? What process did you use?
Creating SMART Goals Lecturette (10 min.): SMART goals are specific,
measureable, attainable, realistic, and tangible. If you are familiar with what is
taught in the SLS 1101 course, this will be a refresher. We want you all to work
with students to get them to the point where they set SMART goals and attain
them.
Specific: The more specific it is the greater the chance of it being accomplished.
Make it so it answers the six W questions:
Who: Who is involved?
What: What do I want to accomplish?
Where: Identify a location.
When: Establish a time frame.
Which: Identify requirements and constraints.
Why: Specific reasons, purpose or benefits of accomplishing it.
So, if we were to modify the goal of getting in shape to be more specific what
might it look like? J oin a health club and workout 3 days a week.
Measureable: When you measure your progress, you stay on track, reach your
target dates, and experience the exhilaration of achievement that spurs you on to
continued effort required to reach your goal. To determine if your goal is
measureable, ask questions such as:
How much? How many? How will I know when it is accomplished?
Attainable: When you identify goals that are most important to you, you begin to
figure out ways you can make them come true. You develop the attitudes,
abilities, skills, and financial capacity to reach them. You begin seeing previously
overlooked opportunities to bring yourself closer to the achievement of your
goals. Planning the steps necessary to attain your goal is important, as is noting a
time frame that allows you carry out those steps.
Realistic: The goal must be something you are both willing and able to work on
and make happen. A way to know if your goal is realistic is to determine if you
have accomplished anything similar in the past or ask yourself what conditions
would have to exist to accomplish the goal.
Tangible: A goal is tangible when you can experience it with one of the senses,
that is, taste, touch, smell, sight or hearing. When your goal is tangible, or when
you tie a tangible goal to an intangible goal, you have a better chance of making it
specific and measurable and thus attainable. Intangible goals are your goals for
the internal changes required to reach more tangible goals. They are the
personality characteristics and the behavior patterns you must develop to pave
the way to success in your career or for reaching some other long-term goal.
Since intangible goals are vital for improving your effectiveness, give close
attention to tangible ways for measuring them.
Pair work:
Get with a partner. You can stand up or sit down, whatever is most comfortable.
Pick one persons goals to talk through and help make them SMART goals. Use
the Short & Long Term Goal Planning sheet for your conversation. Be sure to
discuss the following (10 min.):
a) What are some obstacles you might have to overcome to accomplish those
goals?
b) What can you do manage or eliminate those obstacles?
c) How will you track your progress in meeting those goals? What works best
for you?
Facilitate discussion: What was useful about that conversation? What would you
have liked to have done/discussed with your partner? In what ways might this
experience mirror what you would do with a Core Scholar?
Time: 8 min. 5) Closure
End the workshop noting some of the ways in which the Success Coaches
individual, pair, and group work mirrored how a coaching session dedicated to
goal setting would play out. Integrate some of what the Success Coaches shared
and what you observed as the facilitator. Highlight the importance of guiding
students towards identifying specific goals that are measureable, attainable,
realistic, and tangible. Checking in with them on their progress towards meeting
those goals and if they are struggling, helping them to refine their goals and
determine alternative steps to take to achieve them. Reference the tool: Short
and Long-term Planning sheet as a useful resource to guide the goal setting and
monitoring conversation.