1. 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

2. St. James's Place MSc Induction 2016/17
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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

3. 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)

4. 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

5. Effective reflection requires:
St. James's Place MSc Induction 2016/17
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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

6. Link to learning theory
St. James's Place MSc Induction 2016/17
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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

7. Questions to help you structure your writing
St. James's Place MSc Induction 2016/17
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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

8. St. James's Place MSc Induction 2016/17
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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

9. St. James's Place MSc Induction 2016/17
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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

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

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

12. 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!

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

14. 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

15. 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

16. 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

17. 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

18. 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

19. Reflective Goal Setting Cycle

20. 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

21. 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?

29. Look up LEARN page for submission points

30. St. James's Place MSc Induction 2016/17
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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):
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):
Southampton Solent University (n.d.) Reflective writing and thinking. Available at:
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),
Reflective Goal Setting and Diary Keeping