GOAL SETTING

SHAH CONSULTANTS
 Leaders

Motivation
Motivating
Task with in others

Set Goals

Build up Teams

June 15,2006 SHAH CONSULTANTS

 Goals

June 15,2006 SHAH CONSULTANTS

 To make our dreams come true
we have to make smart goals
S specific
M measurable
A attainable
R realistic
T time deadline

June 15,2006 SHAH CONSULTANTS

 GOALS ARE IMPORTANT
FOR 4 REASONS
 Goals provides a sense of direction

 Goals focuses our efforts

 Goals guide our plans and decisions

 Goals help us evaluate our progress

June 15,2006 SHAH CONSULTANTS
 Circumstances which
diverts you from your goals

June 15,2006 SHAH CONSULTANTS

you will proceed step-by-step
through each strategy and set a
goal.

 So think about it  What goal do you

want to achieve?

 Today  select a goal that you want to

accomplish. Something you can do
every day or every other day.
GOAL-SETTING IDEAS
1. Quit a bad habit
2. Begin/maintain fitness program
3. Eat a healthful diet
4. Drink adequate water
5. Reduce/quit caffeine
6. Quit smoking
7. Lose weight
8. Recreate and/or relax
9. Make time for ______
More ideas . . .
 11. Learn a new sport/hobby
 12. Get up 15 min. earlier
 13. Get more/less sleep
 14. Study
 15. Do something nice each day
 17. Read
 18. Plan mini vacations
 19. Manage your time better
 20. Leave work earlier
OUTCOMES  STUDENTS
WILL GAIN:
1. Life tools for goal setting

2. More control of their life

3. A set of principles to help them succeed at

accomplishing goals

4. A boost in self-esteem and self-respect

THE EIGHT PRINCIPLES
1. Develop a warm and friendly relationship.
Display your genuine interest and concern.

a. How
 listen and discover
 Reflect
 share and care

b. Positive relationships motivate people to

change their behavior.
2. Focus on present and future plans
—not on WHY past plans failed.
a. You can’t change your past but you can
plan changes for your future.
b. It is important to assess the past to
learn from it but not to dwell on it.
c. Put energy into planning.
d. Ask “WHAT” questions.
 “WHAT” questions encourage you to think
about what you want to accomplish and
how.
FOR EXAMPLE:
 “What kind of plan would you like to
make?”

 “What do you want to accomplish?”

 “What will make your plan work?”

3. Develop a plan of action using
the following guidelines:

a. Be informed—learn about and

evaluate different approaches to
obtain your goal:

 Ask others how they achieved their goals.

 Explore educational materials.

a. Be specific about what you want
to accomplish  being specific
gives you a target to aim for.

 What, when, where (or where not), &

how long.

 If possible, make goals measurable.

 Consider building in flextime.

c. Develop smaller steps to
accomplish your goal.

Smallsteps promote small

successes toward your goal.
d. Recruit others to support you.
 Who can you rely on to check on you and
encourage you?

 Select someone who won’t give up on you,

dares to intervene, but is not an annoying
nag.

 Tell supporters what you’re trying to do, what

they shouldn’t do, and how they can help
you.
e. Consider rewarding yourself.
Rewards can be especially important
when you’re depriving yourself of a
cherished habit.

f. When you develop specific

plans, you are preparing to take
action.
SAMPLE PLAN
 WHAT: walk for weight loss
 Short-term – walk 25 mins, 5 days/wk
 Long-term – walk 45 mins, 5 days/wk
 WHERE: in my neighborhood
 WHEN: 4 PM or 9 PM
 HOW LONG:Start at 25 min. Progress
by adding 5 min. to each week.
 SUPPORT: Janet Doe
 REWARD:
4. Get a commitment. Commitment
promotes accountability.

a. Hear your partner say “I will . . .”

 Pay attention to body

language to check sincerity.
b. Ask “WHAT IF” questions
to:
 examine and prepare for possible
obstacles.
 to check commitment
• “What if ______, will you still do
it?”
• “What would keep you from
doing it?”
• “If something interrupts your
plan, will you reschedule it?”
Make a written commitment.

 Go public.

 Chart your progress.

5. Check on the person’s progress
on a regular basis.
a. Ask how her/his plan is
progressing.

b. Help her/him make modifications

if necessary.

Note: Some plans fail because they

are inappropriate.
c. Use WHAT questions to encourage
individuals to evaluate their plan and
progress.

 “Is WHAT you are doing working out?”

 “WHAT would make your plan work

better?”

 “WHAT times are better for you?”

6. Help people if they don’t follow
their plans.
a. ALWAYS FORGIVE!

 Forgiveness allows people to

continue and refocus on their
plan.

 Learn from your slips and

redouble your efforts.
b. DON’T ASK “WHY” they
failed. Asking “WHY” is
asking for excuses!

Ask “WHAT can you do

next time to accomplish your
plan?
7. Create new and positive self-talk that
directs & encourages you to reach
your goals.

a. Become aware of self-talk messages

that:

 keep you from achieving your goals.

(“I’m too tired.”)

 precede a bad habit. (“One more piece.”)

Note: Self-talk is your inner
conversation (ideas and thoughts)
 largely subconscious

 lightening fast

 barely on the edge of awareness

 often deceptive
b. Ask yourself: “What might I tell
myself that will keep me from
reaching my goal?”

 Make a list of those statements

(self-talk).

 Once you become more aware of

your self-talk and its affect on
you, you can begin to question
your self-talk.
Examples:
Self Talk “I have to have 12 hours of
sleep.”

Question  “Do I have to have 12

hours?”

Self Talk  “I hate vegetables.”

Question  “Do I really hate them?”

Questioning your self-talk allows you to
become aware of your self-deception.
 Once aware, you can replace old
negative self-talk with new empowering
self-talk.

 Write
down the new positive self-talk
messages.

 Postthe new messages where they can

remind you.
Examples of self-talk replacement

 OLD: “I hate math!”

NEW:“I’ll
beat math before it
beats me!”
another example . . .

 OLD: “I have to have my

morning caffeine!”

 NEW: “After a while I won’t miss

my caffeine.”
another . . .

 OLD: “There’s no point in my

quitting smoking—all my friends
smoke.”

 NEW: “It will be challenging to

quit but I bet others, secretly,
wish they could too.”
e. Tell yourself what your new self
will be like.
f. Positive directives like these will
counteract previous brainwashing
messages of self-doubt, inability, or
dislike.

 Simple awareness of your “mental

tricks” (self-talk) helps you to gain a
measure of control over them.

 When we mislead ourselves, we

impede our progress.
8. DON’T GIVE UP ON YOURSELF
OR OTHERS YOU ARE
COMMITTED TO HELPING
INSTEAD 

 obtain another commitment to their

plan.

 help partners find ways to modify the

old plan.

 develop a new plan.

Defining Goals
 Objective Goals – goal that focus on attaining
a specific standard of proficiency on a task,
usually within a specific time.
– I want to lose 10 pounds by June 1
 Subjective Goals – general statements of
intent but not in measurable, objective terms.
Used for setting priorities
– I want to do well
– I want to have fun
Types of Goals
 Outcome Goals – Focus on competitive
results in an event. Beating the
competitor. These goals depend on your
efforts as well as the ability and play of
your opponent
– The basketball team will beat every
conference team
– The cricket team will win the T20 world
cup.
 Performance Goals – Focus on
achieving standards or performance
objectives that are independent of other
competitor. Usually based on the
comparison of one’s own pervious
performance. The tend to be more
flexible and with you control.
– The baseball team will average 8 runs a
game
 Process Goals – Focus on the actions
an individual must engage in during
performance to execute or perform well.
– We need to make contact on the ball to
increase our on base percentage
– We need to play the ball to feet in order to
maintain possession
Why Goal Setting Works
 Goals direct attention to important
elements of the skill to be performed
 Goals mobilize the performer’s efforts
 Goals prolong the performer’s
persistence
 Goals foster the development of new
learning
 PRINCIPLES OF GOAL SETTING

Research shoes that the correct application of

the principles for setting goals provides a
strong foundation for designing a goals
setting program.
Research can provide the “science” of setting
goals but the “art” of setting goals can only be
developed by the coach and/or individual.
Set Specific Goals
– Goals need to be state in very specific,
measurable and behavior terms
Set Difficult – Realistic Goals
 Goals need to be difficult enough to
challenge the participant, yet realistic
enough that they can be achieved.
 Moderately Difficult goals lead to the
best performance. Goals of little value
lead to participants losing interest.
Goals that are too difficult lead to
frustration.
Set Long Term - Short Term Goals

 Focusing on only long term goals does

not improve performance.
 Use the staircase method to set you
goals

 Short term goals should lead to the long

term goal.
Set Performance, Process and
Outcome Goals
 Outcome goals are the easy goals to set
 Performance goals need to lead
achieving outcome goals
 Process goals will help achieve
Performance goals
 There should be a list of Performance and
Process goals for each outcome goal.
Set Practice - Competition Goals

 Goals are usually set for competition

and often neglect practice.
 Competitor usually spend 75%-80% of
their time in practice yet never set goals
related to practice.
 Practice is a good place to work on the
Process goals
Record Goals
 Goals should be written down and
marked when achieved.
 Goals should be seen – “Out of sight
out of mind”
Provide Evaluation and Feedback

 You need to identify if the goals are

being met and whether they need to be
adjusted.
 Be consistent
Common Problems
 Convince people to set goals
 Failing to set specific goals
 Setting too many goals to soon
 Failing to adjust goals
 Failing recognize Individual Differences
 Not Following up or providing feedback
“Everything can be taken from man
but one thing:
the last of the human freedoms
– to choose one’s attitude
in any given set of circumstances,
to choose one’s own way.”
MAN’S SEARCH FOR MEANING

-Viktor Frankl-
 More Tidbits On: Changing Habits

1. Established habits are integral parts of

our lives—they are our friends—even
in many cases our lovers.
2. To overcome problem behaviors fully,
we must replace them with a new
healthier life style.
3. Old patterns die hard.
4. Intentional self-change cannot happen
unless we give it a prominent place in
our lives—at the top of the list.
more . . .
5. Distress and stress are the most common
causes of relapse—self-talk is important here.

6. Be aware of the forces against change. For

example  The U.S. government spends $50
million a year trying to help people stop
smoking. The tobacco industry spends 10
times that amount to win new smokers and
retain old ones.

7. Real changes take real work.

More . . .
8. It’s rare to overcome a problem on your first
attempt. Clinical research indicates that
only 20% of the population permanently
conquer long-standing problems on the first
try.

9. A good helping relationship provides you

with a supportive atmosphere within which
you can process, plan, and see yourself.
More . . .
10.
11. Keep checking on people who have
solicited your help in setting goals or
changing behaviors because relapse
is more common than not.