The Rationale of Goal-Setting Skill - Example

Goal Setting Skill Student’s Name Institutional Affiliation Table of Contents 1.0.Learning Contract 3 1.1.The Aim of Learning Contract 3 1.2.The Rationale of goal-setting skill 6 1.3.Pre-test and post-test measures 8 2.0.Action plan 9 2.1.Week 2: Reading articles and books on goal-setting skills. 9 2.2.Week 3: Assessing my current goal-setting skill levels. 10 2.3.Week 4: Seminar on young leaders 11 2.4.Week 5: An outline of a plan 11 2.5.Week 6: Reviewing the plan 12 2.6.Week 7: Developing goal setting formula 12 2.7.Week 8: Preparation of a presentation 12 2.8.Week 9: Presentation 14 References 15 1.0. Learning Contract 1.1. The Aim of Learning Contract By the end of the ninth week, I will have considerably developed the ability to present my projects effectively and efficiently to the lecturer before the deadline, or to be incorporated workforce in future working environment, to the extent that I will completely comprehend effective goal-setting skill in content and delivery. By the end of this period, I will have understood the four basics goal-setting skill – instructional, inspirational, persuasive and informational goal-setting skill, in the briefest, accurate and clear manner. Additionally, by the end of this learning contract and action plan (LC/AP), I will have developed a strong goal-setting skill that is an important skill that managers should possess. Equally importantly, I look forward to gaining high confidence level at the end of my learning contract and action plan period. Currently, I am inflated with fear whenever I happen to make realistic goals, fear of the unknown. In making sound goals, goal setting is an area that provokes fear for most of the managers, especially when managers are to overcome challenging and overwhelming situations, or dilemma. In have a strong believe that at the end of Learning Contract period, I will have much courage and confidence whenever I am required to make attainable goals. By realizing substantial confidence level, it is my wish that I will be in a strategic position to face challenging situations especially when setting goals that require much effort and time for them to be attained. By the end of my Learning contract, I will have accomplished developing tools of effective goal-setting techniques of any of the work. Presenting set goal using computer software such as PowerPoint on a projector is one of the areas of least interest or importance to me. PowerPoint presentation enables the goals to be presented in a comprehensive manner to illustrate the goal points in the most organized manner and without straining. However, in order to make excellent goals, I must be equipped with the knowledge and experience of using these tools of computer presentation. Among the knowledge that is necessary for making authentic PowerPoint, is the ability to design a very organized PowerPoint slides that are visible from the audience sitting positions. These tools enhance or constitute an integral part of the presenting targeted goals skills. A good presenter exhibits these presentation skills and enjoys the benefits of using visual aids to the target audience. Therefore, through the Learning Contract I will achieve PowerPoint presentation of set goals that I will use to present my action plan authentically to the tutorial group before presenting it to the lecturer who will be involved in assessing my goal-setting skills in the course of awarding marks. By the end of my Learning Contract, I will have acquired knowledge of time management for carrying out presentations of my projects within a reasonable time. Time restriction is a widespread feature experienced by most of those undertaking presentation no matter how experienced they are, whether a student or a professional. Time is usually allocated for either speaking or asking questions. Therefore, I need to develop time consciousness as this displays commendable respect for the audience and guarantees the audience that I am focused to the delivery of a presentation with impact. Becoming time conscious will help me present my projects to the completion without omitting some details. By the end of my learning contract, I will have acquired ability of preparing a good goal-setting plan throughout my future anticipation especially as a manager of a reputable company. It is my wish that this essential ability will have improved my goal-setting skills of delivering applicable goals to the targeted context in schools, for example, individual and group’s goals. I have been a victim of developing wrong goals in schools, and this is the most embarrassing and dehumanizing situation or phenomenon of failure. By the end of my Learning contract, I will have gained knowledge of planning and managing the process of setting achievable goals. In connection to this, I need to have that ability of prioritizing information at initial stages of the planning phase of the goal-setting process. I also need to know how notes are used in making a good outline of the and how points are structured in the most logical manner or order. Generally, I need to know how achievable goals are structured so as to make a logical flow while setting such goals. By the end of the learning contract, I will have how to set specific goals address the objectives of the five Ws which are ‘Who’ that addresses “I” will work on goal setting, ‘What’ goals entails, ‘When’ goals are to be achieved, ‘Where’ the goal-setting will take place, and ‘why’ attain the prescribed goals. I need to develop an attitude of developing goals that specify what requires to be done with a deadline for completion. By the end of the learning contract, I will have gained a technique of developing measurable goals which include descriptive or numeric measures that define quality, quantity, and cost among other numerals. With respect to measurable goals, I need to develop a goal- setting skill that will help me in predicting the goals that will be successfully met, especially when focusing on observable actions, cycle time, quantity, flexibility, and efficiency to measure the outcomes. By the end of the learning contract, I will have developed how to set goals that are achievable. The aim of the learning contract and action plan (LC/AP) will be within my influence and control so as I will be in a position to develop goal-setting skill with consideration of feasibility and work environment to achieve such a goal. By the end of this learning contract, I will have developed skill of developing relevant goals. By achieving this aim, it is my wish that my life will never be the same again, as there will be narrower chances of failure in any project requiring exceptional goal setting skill of setting SMART goals. 1.2. The Rationale of goal-setting skill I chose the goal-setting skills to be developed through learning contract because I realized how weak I was in setting goals that are SMART during the last academic years. Lack of enough good goal-setting skills gave me a big blow in performance since I scored very poorly in the subjects that required specific and time-bound goals of various projects through the coursework of certain subjects. I am pleased that I still have a chance of developing strong goal-setting skill by undergoing learning contract. Moreover, I need to develop the goal-setting skill since I realized that most of the time I do not set goals at all, the fact that I can attribute to the general poor performance in academics in previous years. I still have a final project that I need to complete within a short timeframe given by my lecturer, and that I fear that I might fail just like the others due to inability to complete the projects (or assignments) within the time limit provided. I have been attributing the failure to other factors such as unit workload, the fact which have been refuted by the success of my colleagues who were constantly attending motivation talks on goal-setting, which I strong ignored. Equally importantly, I have also realized that goal-setting skill is relevant in building future career and also good for manoeuvring through tough interviews. Therefore, the rationale of the goal-setting skill lies in the fact that this skill is required almost in all organizations, where business managers set goals to be achieved by the subordinates. For example, in the institutions of learning goal-setting skills are necessary for both students and tutors. Tutors are expected to exhibit strong goal-setting capability so that they can achieve most of their obligations such as covering course outline within the reasonable time, timing of exams and marking of these exams. Students are, in turn, expected to develop these skills through learning from their tutors and from practicing at individual level. At student level, goal-setting is important in developing time-bound plans such as personal timetable, reading times and revision, given in mind that there are other co-curriculum activities that also need some attention. The rationale of goal-setting skill can also be supported by the importance or significance of the setting SMART goal. In a self-explanatory context, those individuals concerned with managing change (such as managers), as it is common in most of the organization, will be required, in one way or another, to set SMART goals. Depending on time and situations, the target goals may be set by executives, preferably in a formal setting. Sincerely speaking, organizations cannot exist without setting SMART goals. The set goals ensure that everybody in the organization is devoted in the achievement of goals. Failure to meet the target, the employees is answerable to their performance as set goals are measurable. On the other hands, managers should set goals which are SMART (this acronym represent: S = Specific, M = Measurable, A = Achievable, R = Relevant, and T= Time-bound). In order for the managers to set SMART goals, they need to have developed goal-setting skill (O'Neill 2006). Therefore, the rationale of choosing goal-setting skill is further justified by the fact that goal-setting skill as universal management skill is applied virtually in all fields and disciplines, and, therefore, forms part of life even at a personal level. 1.3. Pre-test and post-test measures The pre-test measures and analysis, for my learning contract, involves the feedbacks I have already received from the previously presented projects from various lecturers. These feedbacks outlined the areas I needed to work most on my goal-setting skill. According to my pre-test analysis from previous project feedbacks, these feedbacks portrayed almost the same results of the areas that were alarming and needed considerable effort to achieve. Among the areas that I needed to work on is the time management for the goal setting (setting goals that are not SMART), poor design of the projects is a goal evidence that I failed terribly to setting SMART goals, inadequate knowledge of tools of goal-setting such as computer or schedule, deviating from the subject matter, lack of using visual aids while presenting, lack of confidence, poor planning of the presentation, and inability to deliver the presentation within the time allocated for each presentation. The results of the pre-test analysis conformed to the aims of carrying out Learning Contract and action plan on goal setting skill. Additionally, these pre-test measures formed the expectations for the improvement for the key areas highlighted by these measures. The pre-test variables formed the important question for the first assessment. Therefore, when developing performance standard it is good to set reasonable goals. The post-test measures are least important at this stage as this learning contract form part of the first assessment of the management skill in question (goal setting skill). Therefore, post-test analysis was disregarded as they will be useful after this learning contract. After learning contract period ends, post-test analysis will be conducted to figure out the key improvement patterns of the goal setting skill. These post-test analysis or measures are importance since they will outline the key patterns that correspond to the objectives or the outcomes. Therefore, by performing post-test measures, I will understand the milestones I have reached so far so that I will be in a strategic position to improve identified weaknesses after my learning contract is over. The following is a prototype of samples pretest and post test of the goal setting skill that form part of the evaluation test of the selected topic. The assessment helps in determining the level of the improvement of the goal setting. A prototype of pre-post test measures of SMART goal setting skill (Hernon & Dugan 2002). 1.  I plan for my goal setting skill and to attain this very significance in my future  Strong disagreement  Disagreement  Agreement  Strong agreement 2. Can my goal setting skill be developed?  Yes  No 3. What does this acronym ‘SMART’ in goal setting skill represent?  S=? , M = ?, A = ?, R = ?, and T = ? 2.0. Action plan 2.1. Week 2: Reading articles and books on goal-setting skills. I will be determining what my goal-setting skills entail through reading various articles and books related to this management skill. I will be in a position to perform this process through regular visits to the library to search for the goal-setting articles and books while writing notes on the goal-setting skill to be improved. Consequently, I will scrutinize the articles and books very critically to identify what it takes to have excellent goal-setting skills, and then reflect on the identification of the goal-setting skill I do possess and that part of goal-setting I still required to perfect. Through conscious evaluation of the external or secondary data sources, goal-setting articles and books, regarding this important managerial skill and how it is interrelated to other managerial skills of equal importance. Additionally, I will cross-examine how the goal-setting skill overlaps with other managerial skill such as time management skill among others. After writing comprehensive notes on goal-setting parameters, I will re-examine to make sure that no vital details are omitted from the list. Lastly, I will record all secondary sources of information, articles and books, so as to keep track of the sources for future evaluation and re-visiting of the same area when need strikes. 2.2. Week 3: Assessing my current goal-setting skill levels. During this week, I plan to determine the extent to which my current goal-setting skill levels. In order to perform this, I will undertake an all-inclusive assessment on how well I have performed on previous year’s academics in which I never considered goal-setting as a priority. After that, I will measure the goal setting skill level by undertaking an all-inclusive analysis of the various lecturers’ feedbacks of previous years’ performance on various projects. Therefore, the anticipated outcomes of the learning contract will show considerable improvement of my goal-setting skill through a thorough analysis of the feedback received from my lecturers, and hopefully concentrating on my week areas. The weak areas that will be identified will consist of the restricting or hindering factors of effective goal-setting skill. Therefore, the identification of weak areas of the said managerial skill forms an important part of self-SWOT analysis of the goal-setting process. This means that, all components of Self-SWOT analysis will be identified as strengths, weaknesses, opportunity, and threats. Strength of this skill represents what I already possess that will contribute greatly to the skill. Weaknesses represent what I do not have or what I need in order to improve on the goal-setting skill. Opportunity will refer to the learning contract that I will be going through the course of the semester that will help me bridge the gap. Finally, threats will constitute all impediments or challenges that will tamper with my development opportunities. 2.3. Week 4: Seminar on young leaders During this week, I will attend a seminar that will be held in school, in one of the lecture hall. The seminar is advertised in the school notice board and will be capitalizing on developing effective goal-setting skills for the young and energetic leaders. The speaker will be one of the renowned managers of the Queensland Teachers Mutual Bank, QTMB, who has a high profile of exceptional performance. During the seminar, I will pay attention to the speaker while making important belief notes on the topic. The seminar that will be held for the duration of three consecutive hours will help me further develop strong goal-setting skill that will take me miles and miles ahead. 2.4. Week 5: An outline of a plan During this period, I will produce a plan through compiling of various articles and books which I had earlier researched on, and from the notes that I will write on goal-setting skill and techniques as it will be described by the speaker of the goal-setting seminar. The plan compiled will help me in identifying the key areas of importance regarding the goal-setting skill. 2.5. Week 6: Reviewing the plan After compiling the plan, I will conscious review it making changes where necessary, by adding or subtracting what is required within the context of goal-setting. Additionally, I will also be consulting my lecturer so as to help me in reviewing the topic on the plan since the lecturer is a doctorate or an expert in the field of management. 2.6. Week 7: Developing goal setting formula During this week, I will read through critical resources described by Wicker about goal-setting formula (2008), so as to establish a goal-setting formula such as G + C = S, Goals + Confidence = Success. This will be helpful is determining the correct method of setting goals. Therefore, the formula of setting goals will assist me in developing goal-setting skill within the shortest time possible. More importantly, the goal setting formula will help in coming up with an appreciable method of setting goals as the source outlines a predefined method of developing goal-setting plan. Therefore, the source gives a good model of developing goal-setting skill. 2.7. Week 8: Preparation of a presentation During this week, I will be preparing for an excellent presentation. The presentation will be done on week nine during class time. Therefore, I will take valuable time in developing a pleasant presentation which will cover the outline of the learning contract covering the main points such as aims, rationale, the action plan and evidence showing I have researched on the selected topic. Before the end of this week, I plan familiarize myself with the presentation so that I will not stack or meander around when presentation time strikes. 2.8. Week 9: Presentation During this week, I plan to make an effective presentation to the class about the overview of the assessment. After presentation, I plan to request my classmate to provide me with feedback, regardless of whether negative or positive. The feedback from my colleagues will help me scale myself on this learning contract and action plan (LC/AP) on goal-setting skill research I have undertaken. References Boak, G. (1998). Using learning contracts. Aldershot, Hampshire, England: Gower. Hernon, P., & Dugan, R. E. (2002). An action plan for outcomes assessment in your library. Chicago: American Library Association. O'Neill, J. (2006). The Power of SMART goals: Using goals to improve student learning. Bloomington, IN: Solution Tree. Wicker, D. (2008). Goal setting: Confidence + goals = success, C+G=S. Bloomington, Ind: AuthorHouse. Wilson, S. B., & Dobson, M. S. (2008). Goal setting: How to create an action plan and achieve your goals. New York: American Management Association. Read More