Setting Personal Goals: A Four-Stage Process for Achieving Success, Study notes of Personality Development

Download Setting Personal Goals: A Four-Stage Process for Achieving Success and more Study notes Personality Development in PDF only on Docsity!

ACTIVITY 3: SETTING PERSONAL GOALS

Time: 45 minutes

Materials: Paper, pens or pencils

Objectives:

• Students will determine short-term and long-term personal goals.
• Students will outline the steps needed to achieve their short-term and long-term goals.

Introduction:

1. Ask students what goals are. Be sure that they understand that goals are things that they would
2. like to achieve or accomplish.
4. Ask students whether they ever set goals. If they do, do they usually accomplish those goals? Why or why not?
6. Tell students that having clear goals helps people accomplish things they want to do.
8. Explain that people may have short-term goals (things they want to accomplish in a short amount of time) and long-term goals (things they want to accomplish over a period of months or years).
10. Explain to students that for both shirt-term and long-term aspirations, people can follow a process to make these goals clear and to increase the chances of achieving them.

Explain to students the following four-stage process:

• WHAT: Define your goal (that is, what you want) as clearly and specifically as possible (for example, "I want to raise my math grade from a C to a 8 this semester," not "I want to do better in school").
• HOW: Determine the ways of accomplishing your goal ("I'll do my homework very carefully and study hard for my test").
• WHEN: Determine when you will accomplish each step of your goal ("I'll do my homework after school every day and start studying for test a week in advance").
• WHO: Identify the people who can help you (teacher, parent, guardian, older sibling, tutor). Finall y, tell students to review the plan regularly and make changes as needed.

Tell students to list 3 current or short-term goals. Begin your goals statement with "to" and Include an action verb for example, to get an A in math this semester.

What Do You Want To Accomplish?

How Do You Plan to Accomplish It?

When Will You Do It? Who ls Available To Help You?

Tell students to list 3 intermediate goals or things that you want to accomplish in the next 6-12 months, for example, to get elected as SGA president.

What Do You Want To Accomplish?

How Do You Plan to Accomplish It?

When Will You Do It? Who ls Available To Help You?

Tell students to l ist 3 long-term goals or things you want to accomplish in the next five years (to graduate from high school, to be accepted to your first choice college, etc.).

What Do You Want To Accomplish?

How Do You Plan to Accomplish It?

When Will You Do It? Who ls Available To Help You?

Rank your goals in order of Importance to you. What is your most important goal?

Are the goals specific and measurable?

What is the date or time frame for accom plishing your goal?

Break down your most important goals with small, manageable tasks. List specific things you want to do in the next six months that will help reach your goal.

Processing questions for students:

1. What was the most difficult part of this exercise? Why?
2. What was the easiest part of this exercise? Why?
3. What is the most difficult thing about setting goals?
4. Why is goal setting important in your life?
5. What are the differences between people who set goals and those who do not?
6. What kinds of positive things can you say to yourself to help you achieve your goals?
7. In what ways do people work against their goals and stop their progress?
8. Who can help you achieve your goals?

Activities beyond the classroom: Have students ask their parents, or other adults they trust, whether these people wrote down their goals and the steps needed to achieve them. Have them discuss whether having clearly defined goals has helped the adults to achieve their aspirations.

Journal entry: Have students write about their goals for this school year and how they hope to attain them.

SCANS:

Foundation Competencies

• Basic skills: reading, writing, listening, speaking
• Thinking skills: creative thinking, decision making, problem solving
• Personal skills: responsibility, self-management

Workplace Competencies:

• Information skills: acquiring and evaluating information, organizing and maintain information, interpreting and communicating information
• Interpersonal skills: exercising leadership
• Resource management skills: assessing human behavior

S.M.A.R.T.

GOALS WORKSHEET

Use this worksheet to develop and define your goals.

S

Specific What am I going to do? Why is this i mportant to do? What do I want to accomplish? How am I going to do it?

M

Measurable How will I know that I have reached my goal?

A

Attainable Can I see myself achieving this goal? Can I break it down into manageable pieces?

R

Realistic Is the goal too difficult to reach? Too easy?

T

Timely What is the target date to reach your goal?

SHORT TERM GOALS

List three short-term goals:

1.______________________________________________________________________________

2. _____________________________________________________________________________

3. _____________________________________________________________________________

Select one of these goals for this activity. Complete the following worksheet:

What Do You Want To Accomplish?

How Do You Plan To Accomplish It?

When Will You Do It?

Who Is Available To Help You?

LONG-TERM GOALS

List three long-term goals:

1.______________________________________________________________________________

2. _____________________________________________________________________________

3. _____________________________________________________________________________

Select one of these goals for this activity. Complete the following worksheet:

What Do You Want To Accomplish?

How Do You Plan To Accomplish It?

When Will You Do It?

Who Is Available To Help You?