Goal Setting and Reflective Diary Keeping St. James's Place MSc Induction 2016/17 13/10/2016 These activities for a part of the assessment for your Leading and Managing People module. Goal Setting and Reflective Diary Keeping Reflective Goal Setting and Diary Keeping

St. James's Place MSc Induction 2016/17 13/10/2016 Think about something you did yesterday What happened? Share this in pairs What way did the other person describe the event What sort of things did they notice? Was it personal or objective in nature? Reflective Goal Setting and Diary Keeping

Why reflect? “It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten, or its learning potentially lost. It is from the feelings and thoughts emerging from this reflection that generalisations or concepts can be generated. And it is generalisations that allow new situations to be tackled effectively.’ (Gibbs, 1988)

Reflection can help you to: St. James's Place MSc Induction 2016/17 13/10/2016 Reflection can help you to: Record your experiences accurately Understand how you learn more actively Grasp concepts and frameworks and apply them Develop critical thinking and open mind-sets Take responsibility for change Think more clearly and constructively Solve problems more effectively Develop and gain personal control Achieve success in a particular project Secure better grades! Reflective Goal Setting and Diary Keeping

Effective reflection requires: St. James's Place MSc Induction 2016/17 13/10/2016 Effective reflection requires: Self observation Objectivity Perspective taking Critical analysis Identifying consequences of action Honesty and openness Awareness of the impact of our behaviour on others Action-orientated versus rumination Taking the time and being bothered! Reflective Goal Setting and Diary Keeping

Link to learning theory St. James's Place MSc Induction 2016/17 13/10/2016 Link to learning theory Gibbs, G. (1988) Learning by doing: A guide to teaching and learning methods Gibbs’ model of reflection (1988) Reflective Goal Setting and Diary Keeping

Questions to help you structure your writing St. James's Place MSc Induction 2016/17 13/10/2016 Questions to help you structure your writing What was the experience or event? How did you feel about it? What went well? Why did it go well? What did you do well? Why did you do what you did? What could you have done better or differently? What will you differently next time? Reflective Goal Setting and Diary Keeping

St. James's Place MSc Induction 2016/17 13/10/2016 Challenges Difficulty Suggestions Knowing what to write about Use an occasion when you wish you had done or said something different. Writing sentences Start with a picture, diagram, mind map or key words Being analytical Focus on what you did, how you felt, what you thought and why. Seeing myself objectively Imagine you were watching a film of yourself. What might you feel and think about your behaviour? Reflective Goal Setting and Diary Keeping

St. James's Place MSc Induction 2016/17 13/10/2016 Key points Reflective writing helps you to analyse events and experiences Reflection is essential for learning Learning is essential for personal, academic and professional development Reflective writing is a skill that improves with practice Reflective Goal Setting and Diary Keeping

St. James's Place MSc Induction 2016/17 13/10/2016 Bringing together the ideas around reflective writing and goal setting Reflective Goal Setting and Diary Keeping

Goal Setting Theory – Locke & Latham St. James's Place MSc Induction 2016/17 13/10/2016 Goal Setting Theory – Locke & Latham TIME-BOUNDED Locke and Latham (1990) Reflective Goal Setting and Diary Keeping

Key features of successful goals: Specificity and clarity Difficulty and challenge Learning and/or performance Continued effort and key strategies Confidence to achieve - self-efficacy Buy-in Feedback on progress - self and others A desire to succeed!

Reflective Goal Setting Cycle Travers, Morisano and Locke (2015)

Identify relevant self awareness activities, e. g Identify relevant self awareness activities, e.g. personality profiling, psychometrics Gather feedback from trusted sources (e.g. superiors, peers and subordinates) and evaluate Reflect on life experiences and patterns of behaviour (e.g. appraisals, reviews, 360 feedback, approach to goal setting). Consider your consistent story Identify what matters to you – your values as a leader Consider what the organisation needs from you Document findings and your thoughts, feelings and behaviours

Identify a new specific, challenging goal area (e. g Identify a new specific, challenging goal area (e.g. assertiveness, empathy, communication) from each module Identify scenarios related to the goal area that need improving Outline specific key current behaviours involved in your approach to the goal area Assess the impact of these behaviours on self, team and organisation Obtain feedback (e.g. from superiors, peers, mentors etc.) on goal choice where possible Start to formulate a goal focus

Consider effective behaviours, what does this behaviour look like? Reflect on your previous successes Observe role model behaviour Review ‘good practice’ Compare this ‘ideal’ with how you currently do things Visualise yourself behaving more effectively in your goal related scenario Imagine the actions, feelings, thoughts associated with this new behaviour Envisage the external feedback/reactions that you might get from others Log the ‘performance gap’ you have identified

Identify key measurement criteria to assess impact, change State the specific action that you are going to work on and in which particular scenarios From the ‘best’ practice’ behaviours outlined in stage 3, select suitable and specific techniques and approaches to apply Identify key measurement criteria to assess impact, change Do the new behaviours occur and with what outcome? What are your responses to the new behaviour, e.g. does your mood change? How do others respond to this behaviour (solicited and unsolicited feedback)? What impact could there be on team/organisation performance? Write out your detailed goal statement

Identify ‘practice grounds’ for your new behaviours/actions - specific opportunities for practice plus tangential, yet relevant, scenarios Reflect on goal activity regularly using an written record/log Re-adjust goals if necessary to accommodate learning form practice Review measurement criteria (identified in stage 4) to assess success Consolidate learning into understanding of self in order to continue the cycle Record changes as part of your self insight

Reflective Goal Setting Cycle

Your Diary: To keep track of your goal setting and diary keeping Could be used for research purposes To be submitted at the end of year one and year two

What one thing… ...could you start to do today to move you in the direction of what matters to you most? …about you would most people change if they could? …that you want to do, has been hanging around, unachieved, for some time? …might challenge you most from this programme, and what goal might you set to work on this?

Look up LEARN page for submission points

St. James's Place MSc Induction 2016/17 13/10/2016 Further reading Cottrell, S. (2010) Skills for Success: Personal Development and Employability, 2nd edn. Basingstoke: Palgrave MacMillan. Coulson, D & Harvey, M. (2013) Scaffolding student reflection for experience-based learning: a framework. Teaching in Higher Education, 18 (4): 401-413. Gibbs, G. (1988) Learning by Doing: a guide to teaching and learning methods. Birmingham: SCED. Locke, E. A., & Latham, G. P. (1990). Work motivation: The high performance cycle. Work motivation, 3-25. Moon, J. A. (2004) A Handbook of Reflective and Experiential Learning. Abingdon: Routledge Falmer. Shepherd, M. (2006) Reflective Practice: International and multidisciplinary Perspectives. Reflective Practice, 7 (3): 33-348. Southampton Solent University (n.d.) Reflective writing and thinking. Available at: http://mycourse.solent.ac.uk/ Travers, C. J., Morisano, D., & Locke, E. A. (2015). Self‐reflection, growth goals, and academic outcomes: A qualitative study. British Journal of Educational Psychology, 85(2), 224-241. Reflective Goal Setting and Diary Keeping