The Gift of Goal-setting Materials developed by the Learner Development Unit at the University of Bradford Learner Development Unit www.brad.ac.uk/developme

The Plan… Why bother? Different Models of effective Goal Setting Self-sabotage… being reflective.

Why bother?

Different Models of effective Goal Setting

Self-sabotage… being reflective.

1. Why bother? Motivating Gives your tutors/family members the idea that you are serious and committed to your studies Makes you reflect on where you’ve been and where you are going

Motivating

Gives your tutors/family members the idea that you are serious and committed to your studies

Makes you reflect on where you’ve been and where you are going

1. Why bother? Makes sure you get the most out of this learning experience – after all most of us are paying to be here – why waste it? Forces you to face up to your responsibilities.

Makes sure you get the most out of this learning experience – after all most of us are paying to be here – why waste it?

Forces you to face up to your responsibilities.

2. Models to use: SMARTs S pecific M easurable A ction steps R ealistic T ime-based

S pecific

M easurable

A ction steps

R ealistic

T ime-based

2. Models to use: EGAN

2. Moran’s 6 steps Identify your goals Establish priorities Consider a time-scale Break the goal into steps for action Review your progress Revise your goals if necessary

Identify your goals

Establish priorities

Consider a time-scale

Break the goal into steps for action

Review your progress

Revise your goals if necessary

2. Russell’s Seven Jot the goal down so it takes a physical form . Make sure the goal is framed in a positive way in your mind, as well as on the page. Make the goal sensory specific. How does it feel to get there? What do you see/hear when it is achieved? Make more than one plan to get to the goal. It should be realistic . (Challenging, perhaps but obtainable.) Break down the plan you choose into smaller steps or chunks. Get some help if going it alone seems too overwhelming or shows signs of not working.

Jot the goal down so it takes a physical form .

Make sure the goal is framed in a positive way in your mind, as well as on the page.

Make the goal sensory specific. How does it feel to get there? What do you see/hear when it is achieved?

Make more than one plan to get to the goal.

It should be realistic . (Challenging, perhaps but obtainable.)

Break down the plan you choose into smaller steps or chunks.

Get some help if going it alone seems too overwhelming or shows signs of not working.

3. Self-sabotage: being reflective What kind of self-sabotage do you end up doing? What are your triggers? How would begin to recognise when you had begun sabotaging. Who do you trust? What action do you take to make up for a period of self-sabotage (Cottrell, S. The Study Skills Handbook , Palgrave, 2003)

What kind of self-sabotage do you end up doing?

What are your triggers?

How would begin to recognise when you had begun sabotaging.

Who do you trust?

What action do you take to make up for a period of self-sabotage

(Cottrell, S. The Study Skills Handbook , Palgrave, 2003)

Activity: Practise Makes Perfect Ideally, choose a set of goals you would like to achieve. Take each goal-setting method in turn and complete it for one of your goals. Which method appealed to you most? Was the easiest to think about and complete?

Ideally, choose a set of goals you would like to achieve.

Take each goal-setting method in turn and complete it for one of your goals.

Which method appealed to you most? Was the easiest to think about and complete?

What next? Check out our website for more learning materials: www.brad.ac.uk/developme Come along to another workshop: http://www.brad.ac.uk/lss/lssworkshops/ Contact us for 1-2-1 advice and support: http://www.brad.ac.uk/lss/learnerdevelopment

Check out our website for more learning materials: www.brad.ac.uk/developme

Come along to another workshop: http://www.brad.ac.uk/lss/lssworkshops/

Contact us for 1-2-1 advice and support: http://www.brad.ac.uk/lss/learnerdevelopment