MANAGING AND CARING

FOR THE SELF

A. LEARNING TO BE A BETTER STUDENT

 THERE IS NO DOUBT THAT BEING THE
BETTER STUDENT IS ADVANTAGEOUS. THE
BETTER STUDENT YOU ARE, THE MORE YOU
WILL LEARN, AND THAT KNOWLEDGE WILL
SERVE YOU WELL THROUGHOUT YOUR LIFE.
HOW LEARNING HAPPENS IN THE HUMAN
BRAIN
 LEARNING IS SIMPLY WHAT THE BRAIN DOES.
WHETHER YOU ARE STUDYING MATH, REFINING YOUR
DANCE MOVES, REMEMBERING A CONVERSATION WITH
A DEAR FRIEND, OR READING THE LECTURE NOTES, IT’S
ALL ABOUT LEARNING.
LEARNING IS A PHYSICAL PROCESS IN WHICH NEW
KNOWLEDGE IS REPRESENTED BY NEW BRAIN CELL
CONNECTIONS. THE STRENGTH AND FORMATION OF
THESE CONNECTIONS ARE FACILITATED BY CHEMICALS
IN THE BRAIN CALLED GROWTH FACTORS.
 AS A RESULT OF BREAKTHROUGHS IN NEUROSCIENCE
RESEARCH, INCLUDING NEUROIMAGING AND
NEUROELECTRIC MONITORING OF NEURONS (BRAIN
CELLS) FIRING, WE NOW CAN OBSERVE HOW THE BRAIN
RESPONDS DURING LEARNING.
 BRAIN IS AN ENORMOUS NETWORK OF NEURONS. EACH TINY
NEURON IS A PRETTY COMPLICATED LITTLE MACHINE. EACH
NEURON CONNECTS WITH MANY OTHER NEURONS. IT “LISTENS”
FOR ELECTRICAL AND CHEMICAL SIGNALS FROM OTHER
NEURONS AND FIRES ITS OWN SIGNAL, AN ACTION POTENTIAL,
WHEN IT RECEIVES ENOUGH INPUT FROM THE NEURONS THAT
CONNECT TO IT. THE ACTION POTENTIAL GETS “HEARD” BY
OTHER NEURONS AND INFLUENCES THEIR FIRING AS WELL. PUT
TOGETHER BILLIONS AND BILLIONS OF THESE NEURONS INTO A
NETWORK; WIRE UP SOME OF THE INPUTS TO SENSES LIKE
VISION, TOUCH, AND HEARING; WIRE UP SOME OF THE OUTPUTS
TO MUSCLES... AND YOU GET AN AMAZINGLY COMPLEX SYSTEM
CAPABLE OF THOUGHT, LEARNING, MEMORY, AND EMOTION.
HOW THE BRAIN LEARNS
 THE BRAIN ACTS AS A DENSE NETWORK OF FIBER
PATHWAYS CONSISTING OF APPROXIMATELY 100 BILLION
NEURONS. THE BRAIN CONSISTS OF THREE PRINCIPLE
PARTS – STEM, CEREBELLUM AND CEREBRUM. THE
CEREBRUM IS MOST IMPORTANT IN LEARNING, SINCE
THIS IS WHERE HIGHER-ORDERED FUNCTIONS LIKE
MEMORY AND REASONING OCCUR. EACH AREA OF THE
CEREBRUM SPECIALIZES IN A FUNCTION – SIGHT,
HEARING, SPEECH, TOUCH, SHORT-TERM MEMORY, LONG-
TERM MEMORY, LANGUAGE AND REASONING ABILITIES
ARE THE MOST IMPORTANT FOR LEARNING.
SO HOW DOES LEARNING HAPPEN?
THROUGH A NETWORK OF NEURONS, SENSORY
INFORMATION IS TRANSMITTED BY SYNAPSES
ALONG THE NEURAL PATHWAY AND STORED
TEMPORARILY IN SHORT-TERM MEMORY, A
VOLATILE REGION OF THE BRAIN THAT ACTS LIKE A
RECEIVING CENTER FOR THE FLOOD OF SENSORY
INFORMATION WE ENCOUNTER IN OUR DAILY
LIVES.
 ONCE PROCESSED IN SHORT-TERM MEMORY, OUR
BRAIN’S NEURAL PATHWAYS CARRY THESE MEMORIES TO
THE STRUCTURAL CORE, WHERE THEY ARE COMPARED
WITH EXISTING MEMORIES AND STORED IN OUR LONG-
TERM MEMORY, THE VAST REPOSITORY OF EVERYTHING
WE HAVE EVER EXPERIENCED IN OUR LIVES. THIS PROCESS
OCCURS IN AN INSTANT, BUT IT IS NOT ALWAYS PERFECT. IN
FACT, AS INFORMATION RACES ACROSS BILLIONS OF
NEURONS’ AXONS, WHICH TRANSMIT SIGNALS TO THE
NEXT NEURON VIA SYNAPSE, SOME DEGRADATION IS
COMMON. THAT’S WHY MANY OF OUR MEMORIES ARE
INCOMPLETE OR INCLUDE FALSE PORTIONS THAT WE MAKE
 NEUROSCIENTISTS HAVE LONG BELIEVED THAT LEARNING AND
MEMORY FORMATION ARE MADE BY THE STRENGTHENING AND
WEAKENING OF CONNECTIONS AMONG BRAIN CELLS.
RECENTLY, RESEARCHERS AT THE UNIVERSITY OF CALIFORNIA
IRVINE’S CENTER FOR THE NEUROBIOLOGY OF LEARNING AND MEMORY
PROVED IT. IN EXPERIMENTS WITH MICE, THEY WERE ABLE TO ISOLATE
AND OBSERVE THE ACTIONS OF THE BRAIN WHILE LEARNING A NEW
TASK. RESEARCHERS FOUND THAT WHEN TWO NEURONS FREQUENTLY
INTERACT, THEY FORM A BOND THAT ALLOWS THEM TO TRANSMIT
MORE EASILY AND ACCURATELY. THIS LEADS TO MORE COMPLETE
MEMORIES AND EASIER RECALL. CONVERSELY, WHEN TWO NEURONS
RARELY INTERACTED, THE TRANSMISSION WAS OFTEN INCOMPLETE,
LEADING TO EITHER A FAULTY MEMORY OR NO MEMORY AT ALL.
 ANOTHER RECENT STUDY AT THE MARTINOS CENTER
FOR BIOMEDICAL IMAGING, DEPARTMENT OF
RADIOLOGY, MASSACHUSETTS GENERAL HOSPITAL AND
HARVARD MEDICAL SCHOOL FOUND THAT THE
STRUCTURAL CORE OF THE BRAIN RECEIVES SENSORY
INFORMATION FROM DIFFERENT REGIONS AND THEN
ASSEMBLES BITS OF DATA INTO A COMPLETE PICTURE
THAT BECOMES A MEMORY OF AN EVENT. THIS MEMORY
IS STRENGTHENED BY MULTIPLE SENSORY INPUTS.
WHAT DOES THIS NEUROSCIENCE RESEARCH
SUGGEST ABOUT LEARNING?
WE NEED TO ENSURE THAT LEARNING ENGAGES
ALL THE SENSES AND TAPS THE EMOTIONAL SIDE
OF THE BRAIN, THROUGH METHODS LIKE HUMOR,
STORYTELLING, GROUP ACTIVITIES AND GAMES.
EMPHASIS ON THE RATIONAL AND LOGICAL ALONE
DOES NOT PRODUCE POWERFUL MEMORIES.
 A THIRD RECENT DISCOVERY AT THE UNIVERSITY
OF MICHIGAN’S BIOPSYCHOLOGY PROGRAM
CONFIRMED THAT THE BRAIN BEHAVES
SELECTIVELY ABOUT HOW IT PROCESSES
EXPERIENCES THAT ENTER THROUGH OUR FIVE
SENSES. THE BRAIN IS PROGRAMMED TO PAY
SPECIAL ATTENTION TO ANY EXPERIENCE THAT IS
NOVEL OR UNUSUAL.
 LEARNING IMPLICATIONS OF BRAIN SCIENCE
Recent Brain Research Finding Implications for Learning
Frequency and recency of neuron Increase frequency through practice and
synapses increase memory maintain fluency through use
Emotions strengthen memory Appeal to and engage emotions while
learning
Learning causes changes to the physical Engaging in learning increases our
structure of the brain ability to learn throughout our lives
Memories are stored in multiple parts of Engage all senses when learning
the brain
Our brains are programmed to focus on Learning should tap into the brain’s
new and unusual inputs natural curiosity
 METACOGNITION AND STUDY STRATEGIES
THE BRAIN SERVES AS THE CONTROL UNIT OF THE BODY.
HUMAN BEINGS’ PHYSIOLOGICAL, BEHAVIORAL AND
COGNITIVE FUNCTIONS DEPEND ON IT. THE BRAIN CAN
PERFORM MANY FORMS OF COMPLEX AND COVERT
BEHAVIORS LIKE THINKING AND OTHER HIGHER ORDER
FUNCTIONS LIKE METACOGNITION. METACOGNITION IS
OFTEN DEFINED AS “THINKING ABOUT YOUR OWN
THINKING.”
 IN 1979, IT WAS TERMED BY AMERICAN
DEVELOPMENTAL PSYCHOLOGIST JOHN H.
FLAVELL. COGNITION MEANS THINKING WHILE
META MEANS BEYOND SO THE PHRASE MEANS
BEYOND THINKING. IT IS A PERSON’S AWARENESS
OF ONES THOUGHTS AND ONE’S ABILITY TO
CONTROL IT. METACOGNITION IS A HIGHER ORDER
THINKING WHICH CONTROL THE COGNITIVE
PROCESS INVOLVED IN THE LEARNING PROCESS.
 METACOGNITION CONSISTS OF TWO
COMPONENTS: THE KNOWLEDGE AND REGULATION
(LAI, 2011; FLAVELL, 1979). THE LEARNER’S
AWARENESS OF ONE’S ABILITY TO UNDERSTAND
AND LEARN CONCEPTS, AND KNOWLEDGE ABOUT
ONE’S LEARNING STRATEGIES IS CALLED
METACOGNITIVE KNOWLEDGE WHILE THE
LEARNER’S ABILITY TO OBSERVE ONE’S METHOD
OF THINKING, PLANNING, EVALUATE THE
EFFECTIVENESS OF THE OWN LEARNING
STRATEGIES AND IDENTIFYING THE OUTCOMES IS
METACOGNITIVE KNOWLEDGE HAS THREE TYPES.
FIRST, THE DECLARATIVE KNOWLEDGE (PERSON
KNOWLEDGE) IS THE UNDERSTANDING OF ONES CAPACITIES.
IT IS ONE’S SUBJECTIVE ASSESSMENT.
SECOND IS THE PROCEDURAL KNOWLEDGE (TASK
KNOWLEDGE) IT IS THE PERSON’S AWARENESS OF ONE’S
KNOWLEDGE AND ASSESSMENT WHETHER A TASK IS EASY OR
DIFFICULT.
LAST IS THE STRATEGY KNOWLEDGE (CONDITIONAL
KNOWLEDGE) IS THE PERSON’S ABILITY TO USE STRATEGIES
TO ACQUIRE INFORMATION, LEARN NEW SKILLS OR
UNDERSTAND CONCEPTS. IT ALSO REFERS TO ONE’S ABILITY TO
COPE OR ADAPT OTHER STRATEGIES TO DIFFERENT
 METACOGNITIVE REGULATION ON THE OTHER HAND IS A
PERSON’S ABILITY TO MONITOR AND ASSESS THEIR
KNOWLEDGE. MONITORING INVOLVES OBSERVING ONE’S
KNOWLEDGE AND ASSESS WHETHER ONE DID WELL OR NOT. A
PERSON MAY ALSO EVALUATE THE OUTCOME OR OUTPUT OF
ONE’S KNOWLEDGE AND DISTINGUISH WHETHER SUCH
OUTCOME IS WHAT THE PERSON EXPECTED AND WHETHER IT
CAN BE IMPROVED.
 METACOGNITION HAS AN IMPORTANT ROLE IN
ACQUIRING KNOWLEDGE OR SKILL THEREFORE IT IS
IMPORTANT TO TEACH LEARNERS METACOGNITIVE
CONTROL. METACOGNITIVE STRATEGIES CAN BE
TAUGHT AND LEARNED GRADUALLY. TEACHING
STUDENTS SELF-EVALUATION SKILLS HELP
FACILITATE LEARNING. BELOW ARE SOME
METACOGNITIVE STUDY STRATEGIES THAT
STUDENTS MAY USE TO LEARNING EFFECTIVELY.
HERE ARE SOME METACOGNITIVE STUDY
SKILLS AND STRATEGIES:
1. LISTENING TO YOUR OWN THOUGHTS BY SPEAKING CLEARLY.
2. SELF-MONITORING. OBSERVING AND EVALUATING ONE’S BEHAVIOR OR PERFORMANCE ON
SPECIFIC TASK.
3. REFLECTION. THINK DEEPLY ABOUT WHAT IS BEING LEARNED.
4. AWARENESS OF RUBRICS. IDENTIFY BASIS FOR EVALUATION WHICH AIDS IN PLANNING
AND DECISION MAKING.
5. SELF-TESTS.
6. OBSERVING OVERT TEACHER DEMONSTRATION AND MODELING.
7. COMPREHENSION. KNOWING THE MEANING OF THE TEXT BEING READ OR CONCEPT BEING
LEARNED.
8. REHEARSING. REPEATEDLY DOING A SKILL OR ACQUIRING INFORMATION AND ADAPTING
STRATEGIES TO ENSURE BETTER PERFORMANCE OR RETENTION.
9. KNOWING ONE’S LIMITS. AWARENESS OF ONE’S MENTAL AND PHYSICAL CAPACITIES FOR
SPECIFIC TASK. BEING AWARE OF ONE’S TRAITS AND CAPACITY LEADS TO A BETTER
UNDERSTANDING OF OURSELVES. ASSESSMENT TOOLS HELP A PERSON IDENTIFY THESE
TRAITS.
MANAGING YOUR OWN LEARNING: SELF-
REGULATED LEARNING
 STUDENTS WHO ARE CONSCIOUS OF THEIR
STRENGTHS AND WEAKNESSES, AND CAN INDUCE
THEMSELVES TO UNDERTAKE AND IMPROVE THEIR
LEARNING ARE SELF- REGULATED LEARNERS. THE
ABILITY TO MANAGE ONES LEARNING IS
DEFINITELY AN ADVANTAGE FOR INDIVIDUALS.
 IN THE SELF-REGULATED LEARNING MODEL, PIONEERED BY BARRY
ZIMMERMAN, SELF-REGULATION IS COMPOSED OF THREE PHASES:
FORETHOUGHT, PERFORMANCE CONTROL AND SELF-REFLECTION.
- IN THE FIRST PHASE, (FORETHOUGHT) THE SELF- REGULATED STUDENT
EXPECTS AND PREPARES FOR THE APPROACHING LEARNING TASK.
- THEN IN THE SECOND STAGE (PERFORMANCE CONTROL) THE STUDENT
ORGANIZES AND PERFORMS THE PROCEDURES WHILE LEARNING. THIS
CONSISTS OF SELF-TALK AND SELF-MONITORING TO MAKE THE MOST OF
THE LEARNING OPPORTUNITY.
- IN THE LAST PHASE, (SELF REFLECTION) THE SELF-REGULATED STUDENT
REFLECTS AT THE END OF THE LEARNING TASK. THE STUDENT MATCHES
THE RESULT OF THEIR PERFORMANCE TO THEIR OBJECTIVES.
 QUESTIONS THAT A SELF-REGULATED STUDENTS ASK THEMSELVES

Phase 1: Forethought Phase 2: Performance Phase 3: Self-

Control Reflection

When is the best time Am I following the Did I meet the goal?
for me to get the task plan correctly?
done?
Where is the best place Am I focused or not? Which condition
to complete the task? distracted me or helped
me succeed?
How will I start? What strategies can I Which strategies are
use to help me keep most effective?
working?
 ZIMMERMAN (2001) AND COLLEAGUES CLAIMED
THAT WHEN STUDENTS BECOME ENGAGED, THEY
TAKE GREATER RESPONSIBILITY FOR THEIR
LEARNING AND THEIR ACADEMIC PERFORMANCE
IMPROVES. THE SELF-REGULATED LEARNING (SRL)
MODEL USES A CONTINUING SEQUENCE OF
PLANNING, PRACTICE AND EVALUATION.
THE ILLUSTRATION BELOW SHOWS THE SERIES OF
FEEDBACK CYCLES

Plan it

Evaluate it Practice it
MANAGING AND CARING
FOR THE SELF
B. SETTING GOALS FOR SUCCESS
THE IMPORTANCE OF GOALS
 A GOAL IS THE DESIRED OUTCOME ANTICIPATED
BY A PERSON OR ORGANIZATION. IT MAY BE A LONG
TERM VISION OR A SHORT TERM OUTCOME WHICH
CAN BE ACHIEVED THROUGH CAREFUL PLANNING,
EXECUTION AND EVALUATION.
GOAL SETTING ESTABLISHES A STANDARD OR
OBJECTIVE TO SERVE AS TARGET OF ONE’S ACTIONS.
IT IS INVOLVED IN ALL THE
SELF-REGULATION/METACOGNITIVE PROCESS.
WHEREAS FOREFRONT IS TO GOAL SETTING; AS
PERFORMANCE CONTROL IS TO GOAL DIRECTED
 LOCKE (1969) SAID THAT WORKING TOWARD A
GOAL IS ALSO A MAJOR SOURCE OF MOTIVATION AND
IMPROVES PERFORMANCE AND THAT CLEAR GOALS
AND APPROPRIATE FEEDBACK MOTIVATES A PERSON.
BURTON (1983) CLAIMED THAT PEOPLE WHO USE
GOAL SETTING EFFECTIVELY SUFFER LESS FROM
STRESS AND ANXIETY, CONCENTRATE BETTER,
PERFORM BETTER, CONFIDENT AND ARE SATISFIED.
 LOCKE (2002) CLAIMED THAT A PERSON’S UPPERMOST
MORAL GOAL IS THE ATTAINMENT OF ONE'S OWN HAPPINESS
AND EVEN COINED THE PHRASE 'PURSUIT OF HAPPINESS,' IN
HIS BOOK AN ESSAY CONCERNING HUMAN UNDERSTANDING.
IN SETTING GOALS FOR LIFE AND HAPPINESS, LOCKE’S
WRITINGS FOCUS ON BUILDING THE BEST QUALITIES IN LIFE.
IN THE PERSON LEVEL IT FOCUSES IN POSITIVE PERSONAL
TRAITS (E.G. CAPACITY FOR LOVE, COURAGE, INTERPERSONAL
SKILL) WHILE GROUP LEVEL FOCUSES ON CIVIC VIRTUES AND
ACTIONS LEADING TO ENHANCED SOCIAL RESPONSIBILITY
(E.G. WORK ETHIC, ALTRUISM, RESPONSIBILITY).
GOAL- SETTING THEORY
 GOAL-SETTING THEORY REFERS TO THE EFFECTS OF
SETTING GOALS ON SUBSEQUENT PERFORMANCE.
RESEARCHER EDWIN LOCKE FOUND THAT INDIVIDUALS
WHO SET SPECIFIC, DIFFICULT GOALS PERFORMED BETTER
THAN THOSE WHO SET GENERAL, EASY GOALS. LOCKE
PROPOSED FIVE BASIC PRINCIPLES OF GOAL-SETTING:
CLARITY, CHALLENGE, COMMITMENT, FEEDBACK, AND TASK
COMPLEXITY.
ONE OF THE MOST EFFECTIVE WAYS TO STAY MOTIVATED IS
TO SET GOALS FOR YOURSELF. HOWEVER, THE TYPE AND
QUALITY OF GOALS YOU SET AFFECTS HOW WELL THEY WILL
WORK.
EFFECTIVE GOAL-SETTING PRINCIPLES:
1. CLARITY. A CLEAR, MEASURABLE GOAL IS MORE
ACHIEVABLE THAN ONE THAT IS POORLY DEFINED. IN OTHER
WORDS, BE SPECIFIC! THE MOST EFFECTIVE GOALS HAVE A
SPECIFIC TIMELINE FOR COMPLETION.
2. CHALLENGE. THE GOAL MUST HAVE A DECENT LEVEL OF
DIFFICULTY IN ORDER TO MOTIVATE YOU TO STRIVE
TOWARD THE GOAL.
3. COMMITMENT. PUT DELIBERATE EFFORT INTO MEETING
THIS GOAL. SHARE YOUR GOAL WITH SOMEONE ELSE IN
ORDER TO INCREASE YOUR ACCOUNTABILITY TO MEET
THAT GOAL.
4. FEEDBACK. SET UP A METHOD TO RECEIVE INFORMATION
ON YOUR PROGRESS TOWARD A GOAL. IF LOSING 30 POUNDS
IN FOUR MONTHS TURNS OUT TO BE TOO HARD, IT IS BETTER
TO ADJUST THE DIFFICULTY OF YOUR GOAL MID-WAY
THROUGH THE TIMELINE THAN TO GIVE UP ENTIRELY.
5. TASK COMPLEXITY. IF A GOAL IS ESPECIALLY COMPLEX,
MAKE SURE YOU GIVE YOURSELF ENOUGH TIME TO
OVERCOME THE LEARNING CURVE INVOLVED IN
COMPLETING THE TASK. IN OTHER WORDS, IF A GOAL IS
REALLY TOUGH, MAKE SURE YOU GIVE YOURSELF SOME
PADDING TO GIVE YOU THE BEST CHANCE AT SUCCEEDING.
HOW DO I USE THIS IN MY LIFE?
 SETTING A GOAL IS A GREAT WAY TO ENCOURAGE
ACHIEVEMENT AND STAY MOTIVATED. HOWEVER, MANY OF
US SET GOALS THAT ARE INEFFECTIVE AT PUSHING US TO DO
OUR BEST. WHEN YOU ARE HELPING YOUR YOUTHLING WITH A
PROJECT OR TRYING TO IMPROVE AN ASPECT OF YOUR DAILY
LIFE, THINK CAREFULLY ABOUT THE GOALS YOU SET. ENSURE
THAT EACH GOAL ACCOUNTS FOR SOME OR ALL OF THE
PRINCIPLES ABOVE: CLARITY, CHALLENGE, COMMITMENT,
AND FEEDBACK. WORK WITH YOUR YOUTHLING TO SET
GOALS THAT ARE APPROPRIATE AND ACHIEVABLE GIVEN HER
ABILITIES. BEGIN BY LETTING HER SET HER OWN GOAL.
 WHAT ARE GOAL SETTING TOOLS?
IT’S ONE THING TO KNOW ABOUT GOAL SETTING,
AND HOW IT CAN HELP YOU, BUT ANOTHER
ENTIRELY TO KNOW HOW TO ACTUALLY SET GOALS
AND STICK WITH THEM. GOAL SETTING TOOLS ARE
A GREAT WAY TO HELP YOU SET GOALS, KEEP
TRACK OF, AND STAY FOCUSED ON WHAT YOU’RE
TRYING TO ACHIEVE.
THESE TOOLS AND CAN BE INFORMAL, FOR EXAMPLE:
• A HANDWRITTEN DIARY OR JOURNAL TRACKING YOUR GOALS
AND SMALLER DAILY ACHIEVEMENTS
• USING YOUR MOBILE PHONE TO SET DAILY REMINDERS OR
COUNTDOWN APPS FOR WHEN YOU WANT TO ACHIEVE CERTAIN
THINGS BY
• MOTIVATIONAL NOTES AND POSTERS SET AROUND YOUR HOME
OR WORK DESK AS FRIENDLY REMINDERS
• TELLING FRIENDS AND FAMILY WHAT YOU’RE WORKING
TOWARDS SO THEY CAN OFFER SUPPORT
• VISUALIZATION ACTIVITIES INCLUDING MEDITATION, POSITIVE
AFFIRMATIONS, AND MINDFULNESS
OR THEY CAN BE FORMALIZED, SUCH AS:
• REGULAR MEETINGS/REVIEWS WITH YOUR LINE MANAGER AT WORK TO
KEEP YOU ACCOUNTABLE (IF YOUR GOALS ARE WORK RELATED)
• JOINING GROUPS OR MEET-UPS WITH INDIVIDUALS TRYING TO ACHIEVE
THE SAME GOALS (SUCH AS WEIGHT LOSS, OR ATHLETIC GROUPS/FITNESS
CLASSES)
• WORKING WITH A PEER COACH OR MENTOR TO HELP MOTIVATE YOU TO
STAY ON TRACK
• UTILIZING GOAL SETTING SOFTWARE TOOLS AND APPS TO HELP KEEP YOU
ON TRACK (MILESTONE PLANNER AND GOAL SCAPE TO NAME A FEW)
• WHICH TOOL IS RIGHT FOR YOU WILL DEPEND ON WHAT YOU’RE SPECIFIC
GOALS ARE, HOW LONG YOU WANT TO TAKE TO
• ACHIEVE THEM, AND WHETHER IT IS AN INDIVIDUAL OR GROUP GOAL.
 GOLDEN RULES OF GOAL SETTING:
FIVE RULES TO SET YOURSELF UP FOR SUCCESS
IF YOU WANT TO SUCCEED, YOU NEED TO SET GOALS. WITHOUT GOALS YOU
LACK FOCUS AND DIRECTION. GOAL SETTING NOT ONLY ALLOWS YOU TO TAKE
CONTROL OF YOUR LIFE'S DIRECTION; IT ALSO PROVIDES YOU A BENCHMARK
FOR DETERMINING WHETHER YOU ARE ACTUALLY SUCCEEDING.
TO ACCOMPLISH YOUR GOALS, HOWEVER, YOU NEED TO KNOW HOW TO SET
THEM. YOU CAN'T SIMPLY SAY, "I WANT" AND EXPECT IT TO HAPPEN. GOAL
SETTING IS A PROCESS THAT STARTS WITH CAREFUL CONSIDERATION OF WHAT
YOU WANT TO ACHIEVE, AND ENDS WITH A LOT OF HARD WORK TO ACTUALLY
DO IT. IN BETWEEN, THERE ARE SOME VERY WELL-DEFINED STEPS THAT
TRANSCEND THE SPECIFICS OF EACH GOAL. KNOWING THESE STEPS WILL ALLOW
YOU TO FORMULATE GOALS THAT YOU CAN ACCOMPLISH.
THE FIVE GOLDEN RULES
1. SET GOALS THAT MOTIVATE YOU
WHEN YOU SET GOALS FOR YOURSELF, IT IS
IMPORTANT THAT THEY MOTIVATE YOU: THIS MEANS
MAKING SURE THAT THEY ARE IMPORTANT TO YOU,
AND THAT THERE IS VALUE IN ACHIEVING THEM. IF
YOU HAVE LITTLE INTEREST IN THE OUTCOME, OR
THEY ARE IRRELEVANT GIVEN THE LARGER PICTURE,
THEN THE CHANCES OF YOU PUTTING IN THE WORK TO
MAKE THEM HAPPEN ARE SLIM. MOTIVATION IS KEY TO
ACHIEVING GOALS.
 SET GOALS THAT RELATE TO THE HIGH PRIORITIES IN YOUR
LIFE. WITHOUT THIS TYPE OF FOCUS, YOU CAN END UP WITH FAR
TOO MANY GOALS, LEAVING YOU TOO LITTLE TIME TO DEVOTE
TO EACH ONE. GOAL ACHIEVEMENT REQUIRES COMMITMENT, SO
TO MAXIMIZE THE LIKELIHOOD OF SUCCESS, YOU NEED TO FEEL
A SENSE OF URGENCY AND HAVE AN "I MUST DO THIS“ ATTITUDE.
WHEN YOU DON'T HAVE THIS, YOU RISK PUTTING OFF WHAT YOU
NEED TO DO TO MAKE THE GOAL A REALITY. THIS IN TURN
LEAVES YOU FEELING DISAPPOINTED AND FRUSTRATED WITH
YOURSELF, BOTH OF WHICH ARE DE-MOTIVATING. AND YOU CAN
END UP IN A VERY DESTRUCTIVE "I CAN'T DO ANYTHING OR BE
SUCCESSFUL AT ANYTHING" FRAME OF MIND.
TIP:
TO MAKE SURE THAT YOUR GOAL IS MOTIVATING,
WRITE DOWN WHY IT'S VALUABLE AND IMPORTANT TO
YOU. ASK YOURSELF, "IF I WERE TO SHARE MY GOAL
WITH OTHERS, WHAT WOULD I TELL THEM TO CONVINCE
THEM IT WAS A WORTHWHILE GOAL?“ YOU CAN USE THIS
MOTIVATING VALUE STATEMENT TO HELP YOU IF YOU
START TO DOUBT YOURSELF OR LOSE CONFIDENCE IN
YOUR ABILITY TO ACTUALLY MAKE THE GOAL HAPPEN.
2. SET SMART GOALS
YOU HAVE PROBABLY HEARD OF SMART GOALS ALREADY. BUT DO YOU
ALWAYS APPLY THE RULE? THE SIMPLE FACT IS THAT FOR GOALS TO BE
POWERFUL, THEY SHOULD BE DESIGNED TO BE SMART. THERE ARE MANY
VARIATIONS OF WHAT SMART STANDS FOR, BUT THE ESSENCE IS THIS – GOALS
SHOULD BE:
•  SPECIFIC.
•  MEASURABLE.
•  ATTAINABLE.
•  RELEVANT.
•  TIME BOUND.
3. SET GOALS IN WRITING
THE PHYSICAL ACT OF WRITING DOWN A GOAL MAKES IT
REAL AND TANGIBLE. YOU HAVE NO EXCUSE FOR
FORGETTING ABOUT IT. AS YOU WRITE, USE THE WORD "WILL"
INSTEAD OF "WOULD LIKE TO" OR "MIGHT." FOR EXAMPLE, "I
WILL REDUCE MY OPERATING EXPENSES BY 10 PERCENT THIS
YEAR," NOT "I WOULD LIKE TO REDUCE MY OPERATING
EXPENSES BY 10 PERCENT THIS YEAR." THE FIRST GOAL
STATEMENT HAS POWER AND YOU CAN "SEE" YOURSELF
REDUCING EXPENSES, THE SECOND LACKS PASSION AND
GIVES YOU AN EXCUSE IF YOU GET SIDE TRACKED.
TIP 1:
FRAME YOUR GOAL STATEMENT POSITIVELY. IF YOU WANT TO IMPROVE YOUR
RETENTION RATES SAY, "I WILL HOLD ON TO ALL EXISTING EMPLOYEES FOR
THE NEXT QUARTER" RATHER THAN "I WILL REDUCE EMPLOYEE TURNOVER."
THE FIRST ONE IS MOTIVATING; THE SECOND ONE STILL HAS A GET-OUT
CLAUSE "ALLOWING" YOU TO SUCCEED EVEN IF SOME EMPLOYEES LEAVE.
TIP 2:
IF YOU USE A TO-DO LIST , MAKE YOURSELF A TO-DO LIST TEMPLATE THAT HAS
YOUR GOALS AT THE TOP OF IT. IF YOU USE AN ACTION PROGRAM , THEN YOUR
GOALS SHOULD BE AT THE TOP OF YOUR PROJECT CATALOG. POST YOUR
GOALS IN VISIBLE PLACES TO REMIND YOURSELF EVERY DAY OF WHAT IT IS
YOU INTEND TO DO. PUT THEM ON YOUR WALLS, DESK, COMPUTER MONITOR,
BATHROOM MIRROR OR REFRIGERATOR AS A CONSTANT REMINDER.
4. MAKE AN ACTION PLAN
THIS STEP IS OFTEN MISSED IN THE PROCESS OF GOAL
SETTING. YOU GET SO FOCUSED ON THE OUTCOME THAT
YOU FORGET TO PLAN ALL OF THE STEPS THAT ARE
NEEDED ALONG THE WAY. BY WRITING OUT THE
INDIVIDUAL STEPS, AND THEN CROSSING EACH ONE OFF
AS YOU COMPLETE IT, YOU'LL REALIZE THAT YOU ARE
MAKING PROGRESS TOWARDS YOUR ULTIMATE GOAL.
THIS IS ESPECIALLY IMPORTANT IF YOUR GOAL IS BIG
AND DEMANDING, OR LONG-TERM.
5. STICK WITH IT!
REMEMBER, GOAL SETTING IS AN ONGOING
ACTIVITY, NOT JUST A MEANS TO AN END. BUILD IN
REMINDERS TO KEEP YOURSELF ON TRACK, AND
MAKE REGULAR TIME-SLOTS AVAILABLE TO REVIEW
YOUR GOALS. YOUR END DESTINATION MAY REMAIN
QUITE SIMILAR OVER THE LONG TERM, BUT THE
ACTION PLAN YOU SET FOR YOURSELF ALONG THE
WAY CAN CHANGE SIGNIFICANTLY. MAKE SURE THE
RELEVANCE, VALUE, AND NECESSITY REMAIN HIGH.
 GOAL SETTING IS MUCH MORE THAN SIMPLY SAYING
YOU WANT SOMETHING TO HAPPEN. UNLESS YOU
CLEARLY DEFINE EXACTLY WHAT YOU WANT AND
UNDERSTAND WHY YOU WANT IT THE FIRST PLACE,
YOUR ODDS OF SUCCESS ARE CONSIDERABLY REDUCED.
BY FOLLOWING THE FIVE GOLDEN RULES OF GOAL
SETTING YOU CAN SET GOALS WITH CONFIDENCE AND
ENJOY THE SATISFACTION THAT COMES ALONG WITH
KNOWING YOU ACHIEVED WHAT YOU SET OUT TO DO.