1. Creating Achievable Goals

2. Agenda Icebreaker Identifying Goals Characteristics of
Successful Goals
Writing Original Goals
Action Steps Practice
Writing Original Action
Steps
Closing Activity

3. Icebreaker
Resources: Club Project Guide, page 9:

4. Identifying Goals

5. Identifying Goals Read “Tamara’s Story”
Underline what you believe are Tamara’s goals
Separate participants into groups of three to five. Distribute the handout Tamara’s Story. Instruct participants:
Read over Tamara’s Story.
While you’re reading, underline what you believe are Tamara’s goals.
You have the next two minutes to complete this exercise.

6. Identifying Goals
(Display answers after participants complete the exercise.)
Resources: Tamara’s Story Answer Key Handout (in curriculum)

7. Identifying Goals
Which goals do you think Tamara is most likely to achieve?
Why?
What more do you need to know?
After two minutes have passed, instruct participants:
Work together within your small groups to answer the following questions:
Which goals do you think Tamara is most likely to achieve?
Why?
What more do you need to know?
Choose one person to write notes for your small group.
You have three minutes to complete this exercise.
After three minutes have passed, choose one representative from three separate groups to stand up and briefly share their small groups’ answers with the large group.

8. Characteristics of Successful Goals
Have participants remain in the same small groups. Additional facilitators should join each small group of three-five participants to provide support for remaining activities.
Explain to participants:
Tamara’s Story introduced the concept of identifying goals.
Now we will look more deeply at goals and focus on characteristics that make a goal more likely to be achieved.
Distribute the Goal Characteristics (Definitions) handout.

9. Characteristics of Successful Goals
S.M.A.R.T. Goals
Specific
Measurable
Attainable
Relevant
Time-bound
 Display the following words on flipchart paper, board, or screen:
S.M.A.R.T. Goals
Specific
Measurable
Attainable
Relevant
Time-bound
Explain to participants:
Each of these characteristics strengthens goals and increases the likelihood that your goals will be met.
Read aloud the definitions of the following goal characteristics:
Specific - Your goal must be clear and well defined, not vague or general. Without a specific direction your goal is not sufficient enough to show you the way to success. When you define precisely where you want to go, getting there is much easier.
Measurable - Include precise amounts, dates and other details in your goal so that you can measure if you are on the right track. Without a way to measure your progress, you miss out on the celebration that comes with achieving something.
Attainable - Make sure that the goal you set is achievable. Setting a goal without the hope of achieving it can erode your confidence. Also resist the urge to set a goal that is too low or easy. Accomplishing a goal that you didn’t have to work hard for can be unsatisfying and can also make you fear setting a future goal that carries a risk of non-achievement.
Relevant - Keep your goal aligned with where you want to go. Don’t put your goal in someone else’s hands. Instead, make sure the factors influencing your goal are ones that are controllable.
Time-bound - Your goal must have a deadline. When you have a deadline, your sense of purpose increases and achievement is more likely.
Emphasize that goals set by participants should be personal and meaningful, as well as something that motivates them and helps them grow.
Provide an example by walking participants through a personal experience of setting a SMART goal.

10. Characteristics of Successful Goals
Tamara wants to transfer in two years to a four year university to complete her Bachelor’s Degree.
Tamara’s aspiration is to attend all her classes and study two to three hours outside class every weekday so that she can be in contention for the scholarship.
During the first week of school, Tamara plans to apply to become a reporter on the school newspaper so she can gain experience in journalism.
Tamara’s Goals
Present a prepared flipchart, board or screen that displays the following three achievable goals from Tamara’s Story:
Tamara wants to transfer in two years to a four year university to complete her Bachelor’s Degree.
Tamara’s aspiration is to attend all her classes and study two to three hours outside class every weekday so that she can be in contention for the scholarship.
During the first week of school, Tamara plans to apply to become a reporter on the school newspaper so she can gain experience in journalism.
Explain to participants:
You will have three minutes to answer the following question in your small groups:
Which goal characteristics do you see in each of Tamara’s goals?
Facilitators sitting with your group can help you with this activity.
After three minutes have passed, prompt participants to call out the following answers for each goal displayed on the flipchart, board or screen:
Answers:
Relevant, Specific, Time-bound, Attainable, Measurable
Measurable, Relevant, Specific, Time-bound
Relevant, Specific, Time-bound, Measureable
Which goal characteristics do you see in each of Tamara’s goals?

11. Characteristics of Successful Goals
Tamara wants to transfer in two years to a four year university to complete her Bachelor’s Degree
Answers
Relevant
Attainable
Specific
Measurable
Time-bound
After three minutes have passed, prompt participants to call out the following answers for each goal displayed on the flipchart, board or screen:
Answers:
Relevant, Specific, Time-bound, Attainable, Measurable

12. Characteristics of Successful Goals
Tamara’s aspiration is to attend all her classes and study two to three hours outside class every weekday so that she can be in contention for the scholarship
Answers
Measurable
Specific
Relevant
Time-bound
Answers:
Measurable, Relevant, Specific, Time-bound
Relevant, Specific, Time-bound, Measureable

13. Characteristics of Successful Goals
During the first week of school, Tamara plans to apply to become a reporter on the school newspaper so she can gain experience in journalism
Answers
Relevant
Time-bound
Specific
Measureable
Answers:
Relevant, Specific, Time-bound, Measureable

14. Writing Original Goals

15. Writing Original Goals
Think back to the dream collage you created…
What was one of the dreams you had for yourself in 10 years?
Think about the values you identified…
Ask participants:
Think back to the dream collage you created in the first session.
What was one of the dreams you had for yourself in 10 years?
Pause a few seconds for reflection. Instruct participants:
Think about the values you identified in the second session.
What was one significant work value you identified with?
Pause a few seconds for reflection. Explain to participants:
In order to achieve the dreams you envision for yourselves, it is important to create goals that will get you to where you want to be in the future.
Goals are like stepping stones to your dreams.
For goals to be more likely to be achieved, goals should align with your own values and include the characteristics we just talked about.
What was one significant work value you identified with?

16. Writing Original Goals
Fill out the blank lines under the prompts with one or two words
Do NOT move ahead to the other side of the worksheet
Distribute the double-sided Writing Original Goals worksheet to each participant. Read through the example goal together. Instruct participants:
Fill out the blank lines under the prompts with one or two words in order to get ideas flowing.
Only work on the prompts and do not move ahead to the other side of the worksheet.
You will have three minutes to complete this activity.
Facilitators sitting with your group can help you with this activity.

17. Writing Original Goals
Now, turn over the worksheet
Fill out Boxes 1 & 2 only
You can create a new goal or improve an old one, as long as it is meaningful and motivating to you
After three minutes have passed, instruct participants:
Turn over the worksheet.
Fill out Box 1 and 2 only.
Write your goal in the first box.
List the goal characteristics you used to make this goal in the second box.
You can create a new goal or improve an old one, as long as it is meaningful and motivating to you.
You will have five minutes to complete this activity.
Facilitators sitting with your group can help you with this activity.
Additional facilitators should work closely with small groups to provide individual support for participants writing out goals and identifying SMART goal characteristics. Any other facilitators may circulate the room to provide extra support to participants writing out goals and identifying SMART goal characteristics.
Once five minutes have passed, instruct participants to set their worksheet aside for the next activity.

18. Action Steps
Practice

19. Action Steps Practice 1 2 3 4 5 Example Goals
My goal is to attend three new volunteer opportunities at my local community center in the next three months so I can give back to my community and meet new people.
My goal is to reward myself with three hours of relaxation every weekend so I will be refreshed and ready to start a new week.
My goal is to incorporate more fruits and vegetables into my diet every week so I can have more energy and a healthier body.
My goal is to apply to five colleges and scholarships by January so I have options for my education and can feel confident that I will be accepted.
My goal is to apply to three different part-time jobs in the next month so that I can save up spending money for college. 1
Example Goals 2 3
In the meeting space, display five goals on flipchart paper, a board, or a screen. If you display them on a screen, you should also write each goal on separate pieces of paper or a board. Goals could include the following:
My goal is to attend three new volunteer opportunities at my local community center in the next three months so I can give back to my community and meet new people.
My goal is to reward myself with three hours of relaxation every weekend so I will be refreshed and ready to start a new week.
My goal is to incorporate more fruits and vegetables into my diet every week so I can have more energy and a healthier body.
My goal is to apply to five colleges and scholarships by January so I have options for my education and can feel confident that I will be accepted.
My goal is to apply to three different part-time jobs in the next month so that I can save up spending money for college.
Next, define action steps. Explain to participants:
Action steps answer the question “What specific steps do I need to take to meet my goal?”
Action steps break down each goal into smaller, more manageable tasks.
Action steps describe when and how a goal will be accomplished.
Action steps should be concrete and thorough.
Action steps provide a “roadmap” to get you to your goal.
Provide an example by walking participants through a personal experience of setting action steps to a SMART goal. 4 5

20. Action Steps Practice Share with the group
Brainstorm several action steps that could lead you to meeting your assigned goal
Share with the group
Do you agree with the action steps each group identified?
Do you see a way to strengthen any of the action steps identified?
Assign each small group a goal from the list of displayed goals. If there are more than five groups, assign each goal to more than one group.
Instruct participants:
In your groups, consider your assigned goal.
Work together to brainstorm several action steps that could lead you to meeting that goal.
You have the next two minutes to complete the activity.
Facilitators sitting with your group can help you with this activity.
After two minutes have passed, solicit a volunteer from each group to write their action steps directly underneath the goals on the large pieces of paper.
Allow two minutes for all participants to read the action steps displayed on each paper or board. Then ask participants:
Do you agree with the action steps each group identified?
Do you see a way to strengthen any of the action steps identified?
Make edits to the written action steps on the paper or board according to participant suggestions.

21. Writing Original Action Steps

22. Writing Original Action Steps
Take out your “Writing Original Goals” worksheet and re-read your goal
Come up with 3 action steps for that goal
Think about what very small steps need to happen in order to achieve your goal
Direct participants to take out their Writing Original Goals worksheet. Instruct participants:
Think back to the goal you identified for yourself earlier today. Re-read it.
Come up with three action steps for that goal. Think about what very small steps need to happen in order to achieve your goal.
Write these new action steps in Box 3 on your worksheet.
You have the next ten minutes for this task.
It is OK if you do not finish completing the worksheet. You may take it home with you to continue working on it.
Facilitators sitting with your group can help you with this activity.
Write the action steps in Box 3

23. Writing Original Action Steps
If you’re stuck, think about…
What kind of experiences might I need to reach my goal?
Can I get some of those experiences now?
Where can I find out more information about my goal?
Who can help me understand my goal?
Additional facilitators should work closely with small groups to provide support for thinking about and writing action steps. Any other facilitators may circulate the room to provide extra support to participants thinking about and writing action steps. Facilitators are encouraged to help participants think about what is needed to reach their goals. Prompting questions could include:
What kind of experiences might I need to reach my goal?
Can I get some of those experiences now?
Where can I find out more information about my goal?
Who can help me understand my goal?
After ten minutes have passed, explain to participants:
Goals become more powerful when you write them down and share them with a trusted peer and/or mentor.
Goals will likely change throughout your lives, but now you have the skills to create goals and smaller action steps in order to achieve any dream you have for your future.

24. Closing Activity

25. Closing Activity Stand in a circle with your small group
When you receive the ball, finish the sentence: “One thing I learned today is…”
Prompt participants to stand in a circle in their small groups. A facilitator who worked closely with each group may join the circle.
Hold up a ball and explain to participants:
You will each take a turn catching this ball and throwing it to someone else.
When you receive the ball, finish the sentence: “One thing I learned today is…”
After you finish the sentence, toss the ball to someone else in the circle who hasn’t received the ball yet.
When the final person has received the ball and shared, the activity will be over.
Conclude by congratulating the group for their hard work during this session. Remind participants that if they did not finish their Writing Original Goals worksheet, they make take it home to complete. If participants have any questions while they work on the worksheet, they may bring it back to the next session to ask a facilitator (for small group mentoring sessions).
Toss the ball to someone else

26. Think about…
What will you decide to try?

27. inspiration Looking for more to follow your dreams?
Soroptimist’s LiveYourDream.org community sent messages of support just for you.
Read them here!