Goals setting

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Welcome and Introductions

Lesson 3

Goals Setting
Overview: This goals setting lesson helps the learners to clearly identify

their goals, ensure their goals are SMART, and develop a plan to achieve
their goals. The learners will use the EFF Plan Standard as the organizing
framework for setting their goals. The learners will also learn several specific goals-setting tools to use with the planning standard. Learners will
also use regression analysis to identify the steps and time period to
achieve their goals.
Educational Goal: The objective of this lesson is for each learner to

Time: 1 hour

comprehend how to develop, plan, refine, and adjust a goal by using a
systematic process to reach his or her goals.

Learner Materials:
— Goals Worksheet

Objectives: The learner will:

— Top 10 Checklist

Cognitive:

— EFF Plan Standard

Affective:

—Explain the goal-setting techniques and
EFF Plan Standard
—Summarize how the goal-setting tools work
—Perform the goal setting and planning process activities
—Discuss the positive value of using these processes
and tools

— Bill Cosby Success Story
(Use story from Internet.
Suggested site:
mrshowbiz.go.com.celebrities/
people/billcosby.bio.html

Skill Standard Connections: This lesson has connections with a Ten-

nessee KSA – Planning; GED – To Achieve; and EFF Standard – Plan.
(Appendix II)
Teaching Strategy: The lesson starts by focusing the learner on identi-

fying his or her goals by using a goals worksheet. Assist the learners in filling out the form and narrowing down the goals they wish to achieve in
the four areas. Teach the learners how to ensure their goal is a SMART
goal. Help the learners by selecting their top 10 goals and using a prioritization list. Show them the value in answering the “why” question. Finally,
use the EFF Standard of Plan to demonstrate how to systematically reach
their goals. When learners have set and prioritized their goals, have them
do a regression analysis. Regression analysis is a statistical process. While
it is not used here as a statistical process, the principle is applicable to this
lesson. Simply, it is a way of having learners look at the achievement of
the goal and work backwards to the beginning, identifying all the steps
they will need to complete to reach the goal.

L E A R N I N G

S K I L L S

S

= Specific

M

= Measurable

A

= Achievable

R

= Reasonable

T

= Timeline

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Goals Setting

Lesson 3

Lesson Plan
Introduction
Attention: We all have goals we want to achieve, but we often do not

reach them because of lack of planning and follow through.
Question: How many have made a New Year’s resolution but failed
to keep it?
Question: Why?
There are numerous reasons why we do not stay on track to our goals.
One of the primary reasons is that we do not set a plan and follow
through with it. It would almost be like trying to hit the bull’s eye on a
target with a dart. So often we say the equivalent of “ready—fire —aim,”
not “ready—aim—fire.” Aiming is the planning part: exactly when to
release the dart, the path and angle it should take, and focusing on each
element of the throw. Without aiming (or planning) we have little hope
of hitting our target (or goal). It is the same way with planning; without
it we have little chance of reaching our goal. Even when we have a plan,
we have to make sure we stay focused on it and follow through with it.
Motivation: This lesson will provide you with some easy-to-use tools

and a planning process from Equipped for the Future to help you reach
your goals. You can also use these tools with other family members and
friends. By paying attention to this lesson you will learn some valuable
ways to help yourself and others.
Overview: We will first set goals using a goals worksheet in four areas of

our lives. Next, we will use a prioritization list in case we have difficulty
reaching a decision about the order of our goals. Then we will use the
EFF Standard for planning to help us carry out the plan and reach our
goal. Finally, we will use regression analysis or looking backward to identify the process of reaching our goals.

Body of Lesson
Main Point 1: Goals-Setting Worksheet
Use your “Goal-Setting Note Taker” during the discussion. We need to
identify exactly what are the goals you wish to accomplish. Project Read
from the San Francisco Library system developed the goals worksheet (at
right) to help learners to identify their top goals.
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S K I L L S

Goals Setting

Lesson 3

Prioritizing: One problem everyone has is prioritizing the
things they want to accomplish. We fail to clearly decide
which comes first, second, third, and so on. We also often
spend time focusing and working on the goals that are the
easiest, because they are not as difficult to reach. There is a
simple technique to prioritizing our goals.
Procedure: Start by making a list of your top 10 goals. Also

Goal Setting

Lesson 3

Goals Worksheet
Family and Home

Work

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

ask a value question: “Why is it important and what is the
payoff?” This question helps to focus the person into bottom-line payoffs. This task seems easy, but it will take time
and a thoughtful evaluation process.

Main Point 2: SMART Goals
Once you have decided on your goals, you need to make
sure that they are SMART. The SMART process is a step-bystep process to help think through and refine a goal into
clear, concrete terms.

Goals
What goals do you
want to reach?

Self

Community

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

Adapted from: Project Read, San Francisco Library System
276

L E A R N I N G

Goals Setting

First, a goal should be S = Specific.
We often make goals too general, e.g., lose weight or finish
school. Goals need to be as specific as possible so the target
is concrete, not vague. Examples: Lose 10 pounds over the
next month and keep it off or take a math course needed to finish the GED.
Second, a goal should be M = Measurable.
A goal should be able to be tracked in order to evaluate how
it is going. Some goals are more difficult than others to
measure, so the learner must set up appropriate or common
sense checkpoints to measure progress. Examples: Weigh in
to see the loss of weight on the way to losing 10 pounds; periodic assessment to show how close to mastering math and readiness for taking the final exam.

S K I L L S

Lesson 3

Top 10 Goals
What are your TOP 10 goals?

Why is it important or what is the payoff?

1. _______________________________

_________________________________________________

2. _______________________________

_________________________________________________

3. _______________________________

_________________________________________________

4. _______________________________

_________________________________________________

5. _______________________________

_________________________________________________

6. _______________________________

_________________________________________________

7. _______________________________

_________________________________________________

8. _______________________________

_________________________________________________

9. _______________________________

_________________________________________________

10. _______________________________

_________________________________________________

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S K I L L S

275

Third, a goal needs to be A = Achievable and R = Reasonable.
Each person needs to step back from his or her goal and ask the question
“Is the goal reasonable for me and is it achievable at this time?” We often
set goals that are not reasonable or achievable for various reasons. Examples: Obtain a management position earning a good salary, complete GED
in a month, etc. In order to reach a management position, a person must
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Goals Setting

Lesson 3

start at an entry-level position. The management position is achievable
with a reasonable view of where one must start and that it will take time
to work up the ladder of responsibility. The GED goal is achievable, but
given the amount of studying or work needed, it may be more reasonable
with more time. There are some goals that are just not achievable given
our talents, personality, and other characteristics.

S

= Specific

M

= Measurable

A

= Achievable

R

= Reasonable

T

= Timeline

Finally, a goal needs to have a clear T = Timelines.
A realistic timeline needs to be set to focus one’s energy and not to waste
time. If a person never sets a timeline, then there isn’t a rush to achieve it.
Timelines should be flexible, but they need to be set so a person can
measure how they are doing and how close they are to achieving his or
her goal. A timeline provides a finish line to race toward.

Main Point 3: Developing a Plan
Now that we’ve developed a SMART goal, we need to develop a plan to
reach the goal. The EFF Standard for Plan will help with this.
Plan:
• Set and prioritize goals
• Develop an organized approach of activities and objectives
• Actively carry out the plan
• Monitor the plan’s progress while considering any need to
adjust the plan
• Evaluate its effectiveness in achieving the goals
Let’s look at each step.
— Set and prioritize goals. Our first step of the lesson using the worksheet and priority list helped us to achieve this step.
— Develop an organized approach of activities and objectives. With
this step we need to develop those activities and objectives that will help
us reach our goal. Examples: Some of the activities and objectives with our
weight loss example could be getting a healthy diet, eating less, and starting
an exercise program. With the GED example, it could be mastering math by
first studying fractions, decimals, percentages, pre-algebra, and algebra.
— Actively carry out the plan. Once we have our plan and the specific
steps, we need to do it. This sounds easy, but it is the hard part. It will take
motivation, determination, and discipline to follow through with our
carefully laid-out plan. We have the advantage of a carefully laid-out plan
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Goals Setting

Lesson 3

versus a vague, unrealistic plan. Just take it step-bystep and you will reach the goal. Do not focus on the
ultimate end, but rather focus on reaching each objective. By achieving each objective, you will reach your
ultimate goal, no matter how far off it seems.

STANDARD

Plan
• Set and prioritize goals.

IC

S
S
E

O
E

AC

C

• Actively carry out the plan.
• Monitor the plan’s progress while
considering any need to adjust the
plan.
• Evaluate its effectiveness in
achieving the goals.

Worker

TU
RE

Family

FU

E
EP
IND

E

N

H

D

T

E

T

O

N

— Monitor the plan’s progress while considering
any need to adjust the plan. Keep track of how you
are doing. If you set up a timeline chart or checklist,
you can check off or color in when you have achieved
certain objectives. This is a motivational way of keeping track of your progress and measuring how you are
doing. It also allows for adjustments to your plan if it
is not working well. Just do not quickly abandon the
goal.

V

• Develop an organized approach
of activities and objectives.

A

C

T

T

IO

N

Citizen

B

D
RI

G

E

— Evaluate its effectiveness in achieving the goals.
After you reach your goal, you should evaluate your
plan and yourself. How did it go? How could you
improve your process of goal setting? What were the difficult parts of carrying out the plan? How should you plan for difficult areas with your
next goal? The more you analyze what you did, the better you will get at
developing a goal-setting plan and carrying it out. Planning is a skill that
goes beyond goal setting and will be very important in your everyday life
with your family, work, and other areas.

Main Point 4: Regression Analysis
Now that you have identified and prioritized your goals let’s take a look at
an example of a person’s vision and how he or she achieve it. Regression
analysis is a way of having you look at the achievement of your goal and
work backward to the beginning, identifying all the steps you will need to
complete to reach the goal.
Example:
A young girl in elementary school wants to play basketball for the Lady
Vols. Her vision or goal is to be a Lady Vol. (Start with the vision at the
top. Ask: What does she have to do to get there? Learners will usually
say—She has to make good grades and practice basketball to get to college. Tell learners that is true and then ask: What does she have to do in
high school to get to college? Keep working backward down the staircase
until you are at the beginning of the steps when she is in elementary
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Goals Setting

Lesson 3

school. Write learners’ answers on the board and guide the discussion so
that the learners keep identifying more and more specific actions that the
girl will need to do to reach her goal. Learners should begin to see that
reaching goals takes planning, practice, time, discipline, and focus.)
Teaching Tip
Draw a staircase on
the board and use as
a point of reference as you tell
learners the example. Start at
the top of the stairway with
your vision.

Conclusion
Summary: (Have the learners summarize this lesson and the tools. This

will help their understanding of the tools and how to use them. Fill in any
gaps. Get a feel for how this lesson went with the learners and encourage
them to use these tools not only in their life but also with their children,
family, work, and in their neighborhood.)
Re-Motivation: Goal setting is a critical skill for success. The more you

use these tools and techniques to set, prioritize, and pursue your dreams,
the more you will accomplish and obtain the things you want from life.
By modeling these skills for your children and family, the more they will
follow your example of how to take charge, follow a plan, and reach their
goals.
Homework

Homework Assignment: Bill Cosby Success Story (in Appendix I).
Close: A goal is a dream ready to be made real through careful planning
and hard work. If we use the tools at our disposal, there is no telling what
we can accomplish.

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Goals Setting

Lesson 3

Top 10 Goals
What are your TOP 10 goals?

Why is it important or what is the payoff?

1. _______________________________

_________________________________________________

2. _______________________________

_________________________________________________

3. _______________________________

_________________________________________________

4. _______________________________

_________________________________________________

5. _______________________________

_________________________________________________

6. _______________________________

_________________________________________________

7. _______________________________

_________________________________________________

8. _______________________________

_________________________________________________

9. _______________________________

_________________________________________________

10. _______________________________

_________________________________________________

L E A R N I N G

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275

Goal Setting

Lesson 3

Goals Worksheet
Family and Home

Work

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

Goals
What goals do you
want to reach?

Self

Community

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

Adapted from: Project Read, San Francisco Library System
276

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Goal Setting

Lesson 3

STANDARD

Plan
• Set and prioritize goals.
S

S

O

IC

E

V

• Develop an organized approach
of activities and objectives.

E

AC

C

• Actively carry out the plan.
• Monitor the plan’s progress while
considering any need to adjust the
plan.
• Evaluate its effectiveness in
achieving the goals.

Worker

E

FU

EN
EP
IND

TU
RE

Family

H

D

T

E

O

N

T

A

L E A R N I N G

S K I L L S

C

T
T

IO

N

Citizen

B

D
RI

G

E

277

Goals Setting

Lesson 3

Learner Note Taker:
Goals Setting

Main Point 1. Goal-Setting Worksheet – What are your goals?

Main Point 2. What is a SMART goal?

Main Point 3. Develop a plan and record the EFF Standard for Plan.

Main Point 4. Regression Analysis

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Homework

Lesson 3

Title: Bill Cosby Success Story

Homework

Educational Goal: The goal of this lesson is for each learner to

1. Comprehend the Bill Cosby Success
Story.*
2. Respond positively to Bill’s story and how
it applies to your life and goals.
Objective: You should be able to:

Cognitive: Comprehension/Understanding
1. Explain Bill Cosby’s journey to success.
2. Identify how Bill took responsibility for his
learning.
Respond
1. Participate in class discussion.
2. Predict how you can be successful.
Overview: This homework lesson focuses on Bill Cosby

and his rise to success. Most of us know
what Mr. Cosby has done in his career, but
you may be surprised to find out what it took
for him to reach success.
Directions: Read the Bill Cosby Success Story and

answer the questions below. Be prepared to
discuss your answers tomorrow.
1. What did it take for Bill to become
successful?
2. What will it take for you to be successful?
3. How did Bill take responsibility for his
learning?

*Use story from Internet. Suggested site:
mrshowbiz.go.com.celebrities/people/billcosby/bio.html
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