1. Goal Setting

2. Objectives: You will be able to identify how goals motivate people.
You will be able to identify goals for tutoring.
You will be able to devise an implementation plan.

3. How do Goals motivate? Setting goals motivates: Clarifies expectations
You know what to do and when to do it
You know what effort is needed
Encourages persistence
Improves the belief you can accomplish the task: Self-efficacy
(Bandura, 1997 & Schunk, 1995)

4. Specific Measurable Achievable Realistic Tangible/Timely
Goals Must Be SMART
Specific
Measurable
Achievable
Realistic
Tangible/Timely (

5. Goals must also be: Accepted Results Oriented Time Oriented
Participation
Committed
Results Oriented
Time Oriented
(Schunk, 1995; Locke & Latham, 1990)

6. Goals Short term goals are more effective Long term goals require
Achieved more quickly
Have higher motivation
(Bandura, 1997)
Long term goals require
breaking down into steps
(Schunk, 1995)

7. Setting Goals Activity
Five Goals for your Tutoring Lab
Three Goals for this Year
Two Goals for this Semester

8. Goals Require: Planning Performance evaluation Self-reflection
Setting a goal
Deciding on strategies
Performance evaluation
Monitor ourselves
Self-reflection
Evaluate our progress
Adjust our goals and strategies

9. Case Studies Weldon & Yun (2000)
Setting of goals on the quality (accuracy) of written reports by nurse evaluators of nursing homes and homes for the developmentally disabled
Setting goals was related to:
Developing of strategies to improve job performance
Improvement of job performance

10. Case Studies
Gibson (2001)
Nursing teams in midsize hospitals ( beds) in general inpatient, emergency and obstetrics/maternity wards.
Individual nurses who had goal setting training and also had high confidence gave higher quality of care.
Goal setting training increased nurses’ confidence
Goal setting training increased team confidence which improved quality of care

11. Implementation Plan: How to get to your Goal
An implementation plan facilitates attaining your goal:
First: Choose one goal
Second: Plan how to attain the goal:
When: How to get started-Day & time
Where: Place
What: Strategies-What I will do
How:
How to persist in spite of difficulties
How to resume when disrupted
How long to act on the goal

12. Goals Activity
Implementation Plan

13. References
Bandura, A. (1997). Self-efficacy. Harvard Mental Health Letter, Mar97, Vol. 13 Issue 9, p4, 3p.
Locke, E. & Latham, G. (1990). A theory of goal setting and task performance. Englewood Cliffs: Prentice Hall.
Locke, E. & Latham, G. (1984). Goal-setting: A Motivational Technique that works! Englewood Cliffs: Prentice Hall.
Schunk, D. (1995). Inherent details of self-regulated learning include student perceptions. Educational Psychologist, Fall95, Vol. 30 Issue 4, p213, 4p.
What are my Learning Strengths? Retrieved on January 18, from:
West Chester University (n.d.). Learning Styles Inventory. Retrieved on January 18, 2008 from: