✔ Identify the basic elements to define goals ✔ Experience the difficulties in setting and achieving goals; ✔ Become aware of the necessity to operate with goals of different time frame ✔ Assess the need to identify external obstacles to one’s goals and find ways to surmount them
• Target Group
Potential and existing entrepreneurs and managers
• Duration of the Tool
1,30 h
• Preparation (Preparation before the implementation, needed materials etc.)
per each participant: − 2 metaplan cards and 1 marker pen − handout ”Goal Setting (SMART)” handout ”Goal Setting Exercise”
• Instructions to implement the tool
Participants say what they consider is a ”goal” and discuss how it can be defined. Give the task to the participants: “you have 5 min. time to plan and decide upon an individual objective that you can achieve within this room within 3 minutes”; explain the rules Divide participants into two groups Provide each group with different colour metaplan cards (each) Participants are given 5 min. to define their personal goal Pair participants from each group (i.e. each participant of group A will observe one of group B and vice versa: Peter (group A) observes Jack (group B) and vice versa during action. Ask the participants to fix their objectives on the
pinboard: group A left side, group B right side optional: ask them to read the objectives and briefly discuss Give only 2 minutes (despite previously announced 3 minutes) for members of one group to implement their individual objectives under observation of the other group (each person must be monitored by his/her partner in the other group) Now reverse the order and let the other group have 2 minutes to implement their objectives
• Skills – SDGs – Key Competences Chart
4. Quality education (Participants through this exercise will gain competencies to formulate their SMART goals correctly which will further result in achieving appropriate and effective results.)
• Sum Up / Debriefing / Reflection at the end of the implementation
You can give an example for a business goal as well: ‘I want to earn more money’. Why would that not change anything? Because it does not lead you to suitable action. So what would be better? ‘Increase my profit in next year’. Why is it still weak?? Continuing like that you will guide them to come up with something like: ‘I want to increase my profit by 200 XX per month by reducing raw material costs by getting better suppliers within the next 2 months’.
• Any tips / suggestions to the trainers for the further
Trainers should observe
implementations
● if they really use the time ● if they stick to the rules ● if there is a conflict of objectives if external factors impede someone from achieving his goals (trainer should actually try to impede one or two participants from achieving their goals by taking away a resource which they would need for example) Trainer should acknowledge the objective that was liked most: Ask participants to make two points on one or two of the cards but not on their own (participants stand up and do that) Some people may know SMART and say that the “a” means “achievable”. Then ask the participants: what do you prefer? And state that realistic and achievable are almost the same, whereas an objective that is not ambitious is lazy, lousy and not entrepreneurial. If people complain that only 2 minutes were given for implementing instead of 3 minutes promised, ask them why (answer: in real life you always have less time than you think in the beginning)
• Resources / References
PREPARE RULES TABLE Sample list of well-defined SMART target
• Chart of the Section 7:
• Reinforced skills(Empathy, Communication etc.)
• SDGs targeted(SDG4 – Quality in Education etc.)
• Erasmus+ Key Competences(Learning to Learn, Social Competences etc.)
Communication
4-quality education
Greater efficiency. Writing SMART goals
Active listening,Follow the instructions. corrective feedback. critical thinking
