Goal Setting

Goal Setting

As post-secondary education continues to evolve into a greater number of alternative formats, learning more frequently involves project and complex tasks. For these forms of performance assessment, goal setting is a real asset to the instructor and the adult learner. There are many different methods of goal setting. The example that follows is an electric adaption of various models in the literature. If the learner is to have a good chance of accomplishing the learning goal, the instructor and a learner should consider the following six criteria together. (King, 2007)

Discuss whether the goal is achievable. Can the learner accomplish the learning goal with the skills and knowledge at hand? If not, then is there any assistance available and how dependable is that assistance? (Theses questions directly address learner's self-efficacy beliefs). Is there enough time to reach the goal? If not, can more time be found, or should the goal be divided into smaller goals? (These questions can help to establish proximal goals).

Determine how progress will be measured. In what ways will the learner be able to gauge progress toward achievement of the goal? In many circumstances, this measure can be something as simple as problems completed, pages read, or exercises finished. To respect learners' different ideas of how to accomplish their long-range goals, you should schedule meetings to talk about their evolving experience.

Determine how much the learner desire the goal. Why the goal, is important to the learner? Is the goal something the learner wants to do or values accomplishing? The learner may have to do it or perhaps should do it. Is the goal wanted, as well? If is not, then the learner's satisfaction level and sense of volition will be less. Goal setting can be used for “must” situations, but it is best handled if you are ...