Goal setting as a process. Key principles for setting goals. Troubleshooting

In the educational process, the teacher has to participate in goal-setting different levels. There is a wide variety of goals and approaches to their classification.

First of all, there are general, group and individual goals of education. The goal of education appears as a general one when it expresses the qualities that should be formed in all people; as a group - for people who participate in a joint group; as an individual, when the upbringing of an individual person is supposed. It is important that teachers and students participate in determining the goals of education, and that parents have the opportunity to express their order.

A common goal can be given to the group from the outside, it can be developed by the group itself, or it is formed in the unity of the external task and the internal initiative of the group. The definition of ways to achieve goals can also go differently. Based on the materials of the conducted research, we conditionally distinguish the following types of goal-setting: “free-

noe”, “rigid” and “integrated”, combining elements of the first two 1 .

Let us briefly characterize these types.

With free goal-setting, the participants in the interaction develop, design their own goals, draw up an action plan in the process of intellectual communication and joint search; with a hard one, the goals and programs of action for schoolchildren are set from the outside, only the concretization of tasks and their distribution in the process of interaction takes place. Free goal-setting gives a variety of content goals for the individual and for the group. These goals reflect the individual needs and capabilities of each, are guided by individual self-development. With strict goal setting, the goals are of the same type, but for some they may turn out to be underestimated, for others - inaccessible, although outwardly they can unite participants joint activities. With integrated goal setting, the goals of the group can be set from the outside by the teacher, the leader of the group, but the ways to achieve them. the distribution of actions is carried out in the process of joint search, taking into account the interests and needs of children (see table 9).

Table 9 Characteristics of the types of goal setting in the group

	Free goal setting	Integrated goal setting	Rigid goal setting
	Search for common goals	Determination of goals	Determination of goals
	in the process of joint	teachers,	teachers,
	intellectual	leaders	leaders
	Accounting for achievements	Accounting for planned	Accounting for planned
	results.	results.	results.
	cash orientation	Focus on motives	Orientation
	needs.	debt and personal	on motives
		interests.
	Collective	Collective	Action Program
	program development	action development	given
	action to implement	to achieve the goal	teachers.

For specific groups and the conditions of their activity, all types of goal-setting are real. The type of goal-setting depends on the

1 Lebedev O. E. Theoretical foundations of pedagogical goal-setting in the education system: Abstract of the thesis. two. doc. ped. Sciences. - SPb., 1992. - S. 28.

features of the association: the age, quantitative and qualitative composition of the group, the duration of existence, the method of occurrence, the availability of the content of the activity, as well as the skill of teachers. Undoubtedly, free goal-setting is the most effective.

In all organized groups at the first stage common goal, as a rule, is set from the outside by teachers, organizers of work. It is the basis for uniting schoolchildren in this group. Thus, a socially significant goal is set before the class: the organization of school duty. But in this case, it is also possible to move from rigid to integrated, and then to free goal-setting.

This will depend on how problematic situations (situations of the creative process) are created by teachers when setting goals at the subsequent stages of organizing school duty. It is important that in the process of goal-setting, everyone can discover the personal meaning of the activity in the goal of the group. And this also depends on how the interaction between teachers and students is built in the process of goal-setting activity: not on the basis of suppression, but on the basis of cooperation, partnership between adults and children.

Based on the research of V.V. Gorshkova, it is possible to present the process of goal-setting as an inter-subject, partnership interaction using two models 1 .

First model: one partner introduces to his way of thinking, the experience of relationships, the values ​​of the other at his request, looks for a “foothold” in his personality to establish contact with him and develop in himself a readiness to understand and accept from him and in him something unfamiliar to himself.

Second model: the individual tries to join the way of thinking, values, attitudes of another individual, expresses confidence that the partner has established personal attitudes, seeks to adequately understand them and make the process of familiarization with the values ​​of his partner a way of his own movement, change.

The implementation of these models, the coordination of the activities of subjects in the process of goal-setting is possible if the participants are oriented towards universal human values ​​and have a high culture of communication.

1 See: Granovskaya R. M. Bereznaya I. Ya. Intuition and artificial intelligence. L.: LSU, 1991.-p.21.

The goal is a backbone (defining) element pedagogical activity. The purpose of education is a mental, predetermined idea of ​​the result. pedagogical process, about the qualities, the state of the personality, which is supposed to be formed.

Goal-setting in pedagogy is a conscious process of identifying and setting goals and objectives of pedagogical activity.

Goals can be of different scale and make up a step system: state goals- goals of individual educational systems and stages of education - learning objectives for a separate subject or raising children of a certain age - the purpose of a separate topic, lesson or educational event.

It is also possible to single out a global or ideal goal, a specific historical goal and the goal of the activity of a teacher, educator in the specific conditions of the pedagogical process, a personal goal.

The global (ideal) goal of education is the education of a comprehensively developed personality. For the first time this goal was formulated in the works of thinkers of the past (Aristotle, Confucius, etc.). The scientific substantiation of this goal was made in the 19th century. The need for comprehensive development is justified high level technical requirements economic development to personal qualities; the need of the person himself to develop his inclinations in order to survive in the conditions of the struggle for existence in a rapidly changing world.

In the history of pedagogy, there have been different approaches to determining the essence of this goal. Currently, it focuses on the comprehensive development of the inclinations of the child, the disclosure of his creative abilities, the formation of socially and personally significant qualities.

A specific historical goal is a goal formulated taking into account the peculiarities historical stage development of society. Currently, it is aimed at the formation of civil responsibility and legal self-awareness; spirituality and culture; initiative, independence; tolerance; the ability to successfully socialize in society and actively adapt to the labor market.

The goal of the educator's activity specifies the designated goals, taking into account the characteristics of students, personal experience and capabilities of a particular educational institution.

Personal (individual) goal reflects the needs of each individual in self-development.

Focusing on the pedagogical needs of society, the needs of the child and his parents, his own capabilities, the teacher organizes goal setting. There are free, rigid and integrated goal-setting. With free - organized joint (teacher and pupils) design, determination of the goals of education. With hard - the goal and program of action is given to schoolchildren by the teacher. With integrated - goals can be set from the outside by the teacher, and the program of actions to achieve them is determined jointly.

Goal-setting in pedagogy includes three main components:

1) substantiation and promotion of goals;

2) determination of ways to achieve them;

3) forecasting the expected result.

The following factors influence the development of educational goals:

The needs of children, parents, teachers, educational institution, social environment, society as a whole;

Socio-economic conditions and conditions of the educational institution;

Features of the student team, individual and age features students.

The sources of goal-setting are: the pedagogical request of the society; child; teacher.

Pedagogical goal setting includes the following steps:

1) diagnostics of the educational process, analysis of the results of previous activities;

2) modeling by the teacher of educational goals and objectives;

3) organization of collective goal setting;

4) clarification of goals and objectives, making adjustments, drawing up a program of pedagogical actions.

In pedagogical science, goal-setting is characterized as a three-component education, which includes:

a) justification and setting goals;

b) determining ways to achieve them;

c) designing the expected result.

Goal setting is an ongoing process. The non-identity of the goal and the actually achieved result become the basis for rethinking, returning to what it was, searching for unrealized opportunities from the standpoint of the outcome and prospects for the development of the pedagogical process. This leads to constant and endless goal setting.

The nature of the joint activity of teachers and students, the type of their interaction (cooperation or suppression) depends on how goal-setting is carried out, the position of children and adults is formed, which manifests itself in further work.

Goal setting can be successful if it is carried out taking into account the following requirements:

1) Diagnostics, i.e. promotion, substantiation and adjustment of goals based on a constant study of the needs and capabilities of the participants in the pedagogical process, as well as the conditions of educational work.

2) Reality, i.e. promotion and justification of goals, taking into account the possibilities of a particular situation. It is necessary to correlate the desired goal, projected results with real conditions.

3) Continuity, which means:

a) implementation of connections between all goals and objectives in the educational process (private and general, individual and group, etc.);

b) nomination and justification of goals at each stage of pedagogical activity.

4) Identification of goals, which is achieved through the inclusion in the goal-setting process of all participants in the activity.

5) Focus on the result, "measuring" the results of achieving the goal, which is possible if the goals of education are clearly, specifically defined.

Goal-setting involves the allocation of promising, intermediate goals (A.S. Makarenko defined these goals as close, medium and long-term prospects), as well as the setting of educational tasks as ways to achieve them. In pedagogy, it is customary to distinguish between proper pedagogical tasks (SPT) and functional pedagogical tasks (FPZ). SPZ are tasks aimed at changing the student, his personal qualities(for example, the formation of responsibility), and the FPP are the tasks of a separate pedagogical action (for example, one of the tasks of holding a school disco will be teaching children the ability to organize their leisure time).

Tasks should be defined baseline development of the individual, the team; be sure to express what needs to be changed in the personality, be diagnostic (their results can be verified); concrete, achievable within the planned time frame.

In practical and general psychology the issues of goal-setting are considered very differently, depending on the school or on the predilections of this or that author. Everyone is different and what works for one person may not necessarily work for another. Usually, goal-setting systems consist of rather banal questions about what I want or don’t want, some generally go away from goal-setting and create something similar to goal-setting and determining the meaning of life, the most correct, from my point of view, is to consider several ways of setting goals and work with them, in order to choose one for yourself or just connect them the way you want.

When setting goals, regardless of the method, it is important to follow a few simple rules.

name yours positively

- share desires and goals. A goal is something external to a person, a state that he consciously strives to achieve. The goal subjugates and shapes desires.

- focus on big goal, do not spray on small ones. Ideally, in each period of life a person should have one goal.

- try to move from the goal "for yourself" to the goals "for others". Great things are done for other people.

Think about the benefits of reaching your goal. If you decide that there are more pluses than minuses, then stop paying attention to the negative. This is the necessary price for success.

- the time spent on goal-setting is more than paid off due to minimal losses from senseless throwing in different directions.

We'll take a step-by-step look at and analyze three methods of setting goals from different areas of psychology, and you can try them separately one by one or create your own.

Method 1

This method is offered modern psychology developed at the junction of several currents. For this method, you will need a pen and paper.

1. Write a list of what you dream of, who and what you want to become, where to live, what to do, what to have. Focus. And do not limit your imagination, shorten the words. Draw it if you want.

2. Take a look at this list and decide which future in question: about the near or distant. In the first case - think of a perspective, in the second - write down the near future.

3. From the list of everything you wrote, choose the four most important goals for this year, answer the question why they are the most important.

4. Test the list of four main goals against the rules for planning goals. Please correct if something is wrong.

5. Now identify the necessary resources to achieve these goals: those that are, and those that need to be attracted (resources - anything that is needed).

6. Now think of a few times when you felt you were successful and what resources you used most effectively at that time.

7. Write at least one page answering the question:

“What kind of person do I need to be in order to achieve these goals?”

8. Now write about what is preventing you from achieving these goals now.

9. Make a draft detailed plan achieving these goals. Start at the end (result) and finish at the beginning (first step).

10. Write down the names of several people who have already achieved what you want to achieve. What helped them? Imagine that each of them gives some advice - write down these tips.

11. Describe or draw one of your ideal days.

12. Describe your ideal environment (place, setting, people, etc.).

13. Review these records periodically, make changes if you feel the need to.

Method 2

This method was presented to us by management psychology, which identifies 5 main areas of life in a person.

— personal

– professional

- social (environment, friends, social status)

- spiritual (internal state, faith, culture)

- health area

1. Therefore, when setting goals in each of the spheres, one must set a goal for oneself. At the same time, the goal is not what I do (for example, in order to improve something or deepen it), but WHAT (or what exactly) I want. And this "WHAT (or what)" should have vivid image- the brighter the better.

2. After that, draw an arrow as in fig. below and working through the steps: “what can I do for what I want?” and enter these steps into this drawing. The more such steps you get, the better - because the bright bright future before your very eyes turns into a concrete, detailed, already more real and tangible.

The thing is that a new day comes and you understand that you now have one more opportunity - and you need to write it down.

4. And now the most interesting thing - we need to make all five drawings for each area, compare them and be surprised. I have not yet seen another reaction in people.

One psychologist friend said that whoever manages to combine everything into one is that Buddha. can help with this.

You just need to take into account the fact that this is not work for one day, but for many days. After which there is also a periodic adjustment.

Method 3

The goal-setting model in NLP is based on the idea of ​​a motivating outcome (a well-defined goal). Unlike many psychological schools that analyze the causes of failure, NLP asks: "What do you want?"

Conditions for a Well-Formed Goal

1. The goal is formulated positively.

2. The target is under your control.

3. The goal is verifiable in sensory experience.

4. The goal is environmentally friendly, it retains the original positive side effects.

5. The target is in the right context.

6. Purpose depends on access to resources.

7. Possible obstacles.

8. You know the first steps to achieve the goal.

Now let's break down this method step by step. Sometimes it is useful to work in this technique with a partner. In my trainings, I always suggest that people do this in the form of an exercise with a partner who will strictly follow the structure. So, let's begin.

1. The goal is formulated in the affirmative, positively.

What you want, not what you don't want.

If you want to “not” do something, then ask yourself the question: “What will happen when I stop doing this? What do I want in return for this?

And without negative particle"not"

For example, one participant says: I want it not to be hard. Then the other participant seeks an answer in a positive affirmative form, asking him: “What would it be like then? What happens when it's not hard anymore? What will it be called?"

Remember, if the ship does not know where to sail, not a single wind will be fair.

Watch out for words that mean negation (not, stop, not to, etc.) Negation exists in language, but not in experience.

"Try not to think about the yellow monkey." What's happening? When we explore what can go "wrong" it is very useful to be a "dissenter". But if we set ourselves a goal, there should be only a positive statement. For our subconscious there is no “not” particle. We can achieve the goal only if we move towards the visual image. Questions: “What do you want?” instead of "What don't you want?".

2. The goal refers to itself, to be under its own control.

What are you going to do? What can you personally do? What will you receive for yourself within yourself? Concentrate on what you can do so that you are responsible for starting and maintaining it. Even if there are other people in the goal statement, you can choose how to behave.

The goal must be in the area of ​​control. The result must be achievable in principle. If the problem or goal is outside of us, we will not get the result. Where is the area in which you can achieve results? Rephrase the problem so that it is possible to achieve a result. Checking procedure: “How could you achieve this goal?”, “How would you know that you are achieving it?”, “What are you going to do to achieve it?”. Relevance and Significance Test: “Does this fit with what you want?”.

3. Sensory experience.

How will you know that you have reached your goal?

What will you see, hear, feel as a result of achieving your goal? Define sensory-based descriptions or behavioral display.

4. Ecology - the goal retains the original positive spin-offs.

How will the desired result affect you? What will you lose? What will you get extra? What will be the consequences of achieving the goal not only for me, but also for my family, colleagues; Will there be problems at home, in the family, at work? Check carefully that none of the benefits of the current state disappear and are accounted for.

5. The target is in the right context.

Where, when, with whom and by what date do you want it? Be sure to identify situations for which the desired behavior is appropriate and for which it is not. Identify relevant contextual clues (situation markers).

6. Purpose depends on access to resources.

Are there all resources to achieve the goal? What resources do you need to achieve your goal? What skills, abilities; money, time, etc.? Can you have access to them? Where and how can you find these resources? If not, then "B" helps to find them and asks:

"What could be the solution?"

"If you knew, what could it be?"

“If there was a person who had access to resources, who would know, who would represent, then what would he be and how would he do it?”

7. Explore possible obstacles to achieving the goal.

What is stopping you from reaching your goal? Ask yourself the question: “Why haven’t I reached my goal yet? What could be the solution? Who and what can help? If you knew the solution, what would it be? If you knew what could help, what could it be.”

8. You know the first steps to achieve the goal (adjustment to the future).

What will be the first steps to achieve the goal? Where will you start? What are the first steps to achieve the goal? 2-3 points. Check all the consequences of achieving the goal. It is necessary that they do not violate general plan(short and long term goals) of an individual or group.

If you knew, what could be the first steps?

Try to imagine that you have already reached the goal, that is, when you have already reached the goal and look back (for those who have “the past is behind”), at the moment of beginning, then what steps will (may be) the first?

By using these techniques as the foundation for achieving goals, you can set your future well, and when combined with additional techniques for working with goals, then you can discover something more than just setting and achieving goals.

Additional techniques for working with goals.

Not always superficial "tinsel" gives us the opportunity to change something or look into the depths of ourselves in order to really strive for our goals and dreams, which is why for thousands of years people have been inventing and creating methods to discover their deeper goals and aspirations. Next three additional methods also complementary and intersecting.

exception method.

Man is a special being, extremely different in its manifestations. A creature that is very often lazy, especially when running in the wrong direction. And more than half of the people do not know why they live, or rather they do not know what they are striving for, they swim where their life takes them. This lovely way It helps you understand yourself and your goals even better.

For this technique, we again need a piece of paper and a pen. The technique is performed for several days for 15-30 minutes every day.

On a piece of paper, write down everything you would like to achieve in your life. A minimum of 50 things or concepts and a maximum of at least 1000. Re-read and mind your own business.

Exactly one day later, return to the sheet and cross out half. I'm less busy.

Dewy in a day to return to the sheet and evening another half, which will seem less significant.

This is the last day you leave 5-10 concepts or things on the list.

These will be the most important and valuable goals in your life.

Rainwater Two Question Method

1. Prepare a pencil, notepad or voice recorder.

2. Start with a short relaxation.

3. Ask yourself the question: “What is happening to me in this moment(what do I think about, what do I do, what do I feel, how do I breathe)?

4. Do not force yourself, do not be persistent.

5. Fix incoming thoughts, if it does not interfere.

6. Ask yourself the following question: “What do I want right now?”

7. Repeat this several times in a row, relaxing more and more.

Sankalpa method

Sankalpa is a yoga technique practiced in a state of relaxation or just before going to bed.

1. Clearly, concisely and, most importantly, positively formulate the question to which you would like to receive an answer.

2. Repeat this wording phrase many times and return to it at every opportunity during relaxation.

3. Don't include specific timeframes in your question wording.

4. You should not do a rigorous intellectual analysis of the solutions that have been revealed or that have come.

Many people plan their trip to football better than their career. This is due to the fact that it is easier for someone to leave, for someone it is much more interesting to be in excellent internal states at football than at the workplace. Exactly goal setting techniques and allow you to create excellent motivation and excellent internal states from moving in the right direction, at work or at home, on vacation or family. After all, these techniques are universal, and there is no need to use them only for work or career purposes. Try to bring this into relationships with other people, recreation, sports, communication and other areas of life and the result will please you.

Article for the journal "Psychology Today",

Setting the right goal is not an easy task. Goal setting is a whole section in science that should be carefully studied before embarking on the process itself. Incorrectly approaching the setting of tasks, in any kind of activity, you can doom yourself to failure in advance.

In the article, we will focus on such a section as pedagogical goal setting. After all, it is the teacher who is most often faced with setting goals in the classroom, and success depends on how he does it. educational process generally.

General concept of goal setting

Goal-setting is the basis not only of pedagogy, but also of any activity. This is a process when a certain task is selected, and a path and a method of following to its implementation are thought out. Be sure to take into account all the necessary factors that accompany a person while he is moving in the right direction.

In pedagogical activity, goal-setting is the same process, only, unlike business, for example, the task is educational. When talking about goals, you need to understand what they can have. different character, that is, to scale. Depending on this, we know the following goals:

• state scale;
• a separate structure or a separate stage in education;
• education for different age categories;
• when studying different disciplines;
• arising in the course of training and placed immediately before the study of the topic, etc.

As we can see, tasks can be different not only in wording, but also in approach.

Goal setting functions

We have already understood that setting goals is an important step in achieving success in any field. So, the named approach in management is no less important than goal-setting in pedagogy.

Find precise definition functions of this process is difficult, as there are many different formulations. But everyone agrees in one opinion - the basis of the work of any company is goal setting. But by itself, it cannot work independently without clarifying smaller managerial tasks.

Therefore, the next one can be called a planning function. And according to the role the goal plays in management, we can distinguish managerial. The latter accompanies the leader throughout the activity and leads to success.

There are different views on the definition of whether goal-setting has a founding or organizational function. Here we can say that both are partly true. After all, tasks are defined both at the beginning of the activity and throughout it up to their implementation as a whole. So it is impossible to divide this process into different functional areas. They intertwine and follow us at all stages of work or study.

Purpose and goal setting

But let's get back to pedagogy. It is this area that interests us the most today. It is important for a teacher to know that when setting a task, he must take into account the following stages of goal setting:

1. The teacher carefully analyzes the results of the activities that were performed earlier.
2. Diagnostics of the whole process of education and training is carried out.
3. The tasks that the teacher considers appropriate for this activity are modeled.
4. A comprehensive goal-setting is carried out, taking into account all the requirements of the team and the institution.
5. Depending on all factors, corrections are made to the original version, more precise formulations are derived.
6. A program of concrete actions is drawn up.

Having endured all these stages, the teacher can safely proceed to activities, expecting positive results.

Global Goals

Setting the task, the teacher must take into account not only personal, but also global circumstances. Planning and goal setting are inseparable processes, and when we determine our intentions, we simultaneously plan the path to achieve them.

Global Goal in educational process- create a personality comprehensive development. Even in ancient times, scientists deduced this ideal formulation. Such a person should be able to develop all his virtues and positive traits in order to survive in a world that was changing rapidly and required more and more skills from a person. As the world has changed, so has the wording global goal. At this stage, the emphasis is on Creative skills personality and the benefits it can bring to society.

Historical goals

This goal scale is narrower and refers to a specific stage in the development of society. Features are taken into account here historical events on the this moment, the importance of certain qualities at a particular stage of development of the state. It is here that such factors of education are taken into account:

• spiritual aspect;
• development of a sense of responsibility to the state;
• legal aspect;
• cultural development,
• tolerant attitude towards others;
• the ability to adapt both within any society and in the labor field.

All these aspects are expressed in goal-setting, but this is already done taking into account the specific situation and activities.

Individual Goals

Goal-setting in the classroom is already a narrower consideration of the process. Individual approach expresses those needs that are peculiar to individuals and different disciplines and topics. Taking into account all factors (including family circumstances of children), as well as analyzing the capabilities of all participants in the activity, the teacher already sets specific goals. The approach here can also be different:

• free style - goals are set jointly, after discussion and approval by everyone;
• hard style - the goal is set specifically by the teacher in front of the students, predetermined and planned;
• integrated style - the goal is determined by the teacher independently, and the ways of implementation and methods of solution are discussed together with the students.

Which style to choose depends on the situation, the age category of students and their capabilities, as well as on the specifics of the discipline.

Important Factors

The goal-setting process is influenced by many factors that are important to consider. If one of them is left unattended, then there is a chance that you will not get the desired results. So, when setting tasks, the teacher must:

• take into account the individual requirements of the child, teacher, school or other educational institution, the surrounding society and the society in which the participants in the process live;
• study the features of economic development at the moment, as well as all the circumstances that exist within the institution;
• analyze the age factor of students, their capabilities, as well as the atmosphere within the team.

You always need to remember the main thing: you need to proceed from the smallest to the largest. That is, the main thing in the process is the individual, the personality.

Goal setting components

Having made an analysis of everything related to setting goals, one can draw a certain conclusion about the components of this process. The main and main components of goal setting are the following:

1. The initial justification, and then the subsequent direct statement of the problem.
2. Determination of the methods by which it will be achieved and carried out.
3. Premature prediction of the results that the teacher expects to receive.

Whatever one may say, but these three components must be fulfilled, since a person must clearly see not only the goal, but also how he achieves the result, and what he will get when he reaches it. This is very important and is considered fundamental in this field of activity. This is a kind of motivation for both the teacher and the students.

Goal setting requirements

As you already understood, the action of goal setting includes many different factors. The whole learning process consists of constant setting of tasks. One task is achieved, another is set, and this happens all the time while the learning process lasts. And all this happens in a close relationship between the student team, teachers and the school. And for it to be successful, you need to know that goal setting should be carried out taking into account certain requirements:

1. Diagnostics of opportunities, this means that the teacher should set goals only after a thorough study of all the components and necessary factors.
2. Real goals, that is, the setting of such tasks that can be realistically achieved in specific activities with specific people. AT recent times much attention is given to this individual approach in training plays just this role - to take into account the capabilities of each participant. You can set a task for one group of students that is real for them, but at the same time it will be too difficult for other children, that is, you need to approach this differently.
3. The goals must be successive, which means the constant interconnection of different paths and tasks in the process of training and education. You can not put conflicting options at the same stage, this will not lead to success. Also, if set big goal, then you need to divide it into subgoals and each time motivate students to overcome the next stage.
4. Tasks should be clear and articulated to each participant in the process, they need to be identified every time they change.
5. It is obligatory to analyze the result (positive or negative), but this must be done in order to properly plan activities in the future.

All of these requirements are not something special or new and are well known to every teacher. It is important that they are not only remembered, but also taken into account when staging.

Goal setting schematically

In order to correctly understand and remember that goal setting is a multifactorial process, we will present you with a diagram in which we have tried to summarize all the needs, as well as the factors and conditions that influence them in education and training.

Conclusion

In the end, we will summarize everything that we have discussed in the article. So, goal setting is an integral part of the educational process. In order for it to become successful, the teacher needs not only to blindly set tasks and fulfill them, no matter what. It is necessary to take into account all the components, conditions, factors, as well as the individual characteristics of students.

Depending on historical events, the stage of development of society, economic conditions a chain of large, small and intermediate goals is built. In order to always correctly set goals, the teacher needs to regularly engage in introspection, improve his teaching skills, and also closely interact with both the student team and the educational structure as a whole.

And finally, for success in this whole process, an exceptionally integrated approach is needed, and in the diagnosis it is necessary to take into account not only the actions of students, but also their own capabilities.

As you know, any human action is directly related to the fact that he spends a certain amount of time to complete it. And if the information from the first lesson will teach you to determine and fix your time costs and understand the structure of the distribution of a temporary resource, then the knowledge that you will receive from here will help you learn to separate what you need to spend your time on from what you do not need. .

Here we will talk about the goal-setting process: you will learn to determine your true goals and secondary tasks, which means you will be able to do what will allow you to eliminate wasting time, and even your minimal efforts will bring you maximum results.

The concept of goal setting

After analyzing your own time spending, the fundamental question becomes the question “How to change the current situation?” It is difficult to do this without thinking, because if we spent our time on something, it means that at that moment we presented this matter as important, necessary - and what to do with such an idea is not always clear.

To learn to make decisions about the necessity of any business means to correlate its possible result with what you really want to achieve, i.e. with your purpose. Wikipedia defines purpose as follows:

Target- an ideal or real object of a conscious or unconscious aspiration of the subject; the end result to which the process is intentionally directed.

Another definition says that a goal is a mental model of a desired outcome, perfect image future. If we know what we want to achieve as a result, it is much easier to weed out unnecessary things from daily activities - you just need to ask the question “will this help me achieve my goal?”. A well-defined goal motivates, organizes thoughts, simplifies decisions and, ultimately, leads to a significant increase in efficiency.

How to make sure that the goal is well set? It must be remembered that it never appears on its own, but is the result of a goal-setting process - conscious or not. Goal setting can be defined as follows: it is the process of choosing one or more goals with the establishment of certain requirements for them (for example, deviation parameters).

The psychological structure of any activity can be represented as the following diagram:

As we can see from the presented scheme, the process of setting goals and performing any task can be conscious or unconscious. Let's try to figure out exactly how this affects your productivity.

At the heart of any human activity there is a certain need, problem or opportunity that rests on the foundation of certain life values(meta-goals) personality. Needs and problems may not be recognized, while opportunities must first be noticed. All of them lead to the emergence of a certain motive - contrary to the common definition (“a motive is a conscious need”), it is not necessarily realized by a person. Dictionary practical psychologist gives the following characteristic: “The motive is revealed to the subject in the form of specific experiences, characteristic or positive emotions from the expectation of achieving this subject, or negative, associated with the incompleteness of this provision. But to understand the motive, that is, to include these experiences in a culturally determined categorical system, special work is required. Separately, we can talk about the existence of motivations - conscious arguments in favor of a particular motive.

One can talk about goal-setting as such if a person specifically tries to realize his goal by analyzing his needs, problems or opportunities, and then presenting an ideal image of the desired future. In this case, the process of planning the achievement of the goal, as well as specific actions, is then launched.

The figure above clearly shows that the absence of a conscious goal leads to the absence of a planning stage, respectively, the search for resources to achieve an implicit goal and the corresponding actions are performed chaotically. Of course, this process does not allow you to control the final result in any way, and the efforts spent in this way will be in vain.

Our task is to make this process manageable, which means to explore possible ways of goal-setting.

Exercise 2.1

From the proposed list, please select from 5 to 7 key values ​​in your life. If the proposed list is not enough, then come up with your own.

Exercise 2.2

Make a hierarchy of your values. Think about which of them may conflict with each other and how you will resolve it.

Goal setting methods

There are the following main methods of goal setting:

Intuitive search for a goal is the most common. The algorithm of actions in this case is extremely clear: you need to be attentive to your own ideas and guesses, waiting for insight. It can be assumed that this the only way goal-setting, which is "automatically" built into each person. This happens because intuitive goals are formed on the basis of existing experience, knowledge and skills of a person, and their “manifestation” means the transition of an unconscious need (problem) into a conscious motive for actions, which starts the process of goal setting.

The "invention" of goals is an "experimental" process based on the trial achievement of a possible goal in the near future and / or on a reduced scale. For example, this happens when you take important decision(“find a hobby to your liking”), but don’t know how to implement it specifically. In this case, you can try scrapbooking, philately, embroidery, or more exotic options until you find yours. At the same time, your goal may be to engage in this type of hobby for some time (a month, for example), and then you sum up and choose what is closer to you.

The method of "calculating" the goal works according to the following algorithm. Immediately after realizing the key motive (“I want to have a car”), you need to write out all the goals leading to this as columns in the table. You need to understand that the goals can be different - “make money to buy a personal car”, “beg for a car from her husband”, “win a car in the lottery” and even “steal from a neighbor in the yard” (just kidding). Further, as rows, it is necessary to write out qualitative and quantitative criteria, which significantly affect the result of achieving the goal. Then it is enough to evaluate the goals you came up with by choosing the best option in each line, and summing the final indicators (see example below).

So, the result of our calculation is the goal of "begging a car from her husband." Accordingly, it becomes clear how to achieve this goal. However, it is impossible not to note the bulkiness this method, the complexity of selecting and evaluating criteria, etc. In addition, as S.I. Kalinin notes, "attempts" to choose a groom according to Gogol, putting Ivan Ivanovich's nose to the face of Pyotr Petrovich, are most likely doomed to failure. However, maybe you'll get lucky?

Finally, the "choice and prescription" method. This method implies that we already have a certain number of goals set by someone, and we just need to choose one of them as our own and “prescribe” its implementation for ourselves. In essence, this is a way to imitate someone and an attempt to act according to an already known algorithm. An example of such a situation would be goal setting. young man, graduating from school: the mother wants her son to become a writer, the father wants to see him as a lawyer, and grandparents see a promising metallurgist in their grandson. Not wanting to choose or not having such an opportunity, a young person can always choose one of the goals "prepared" for him by his relatives, and strive to achieve it - as if this goal was chosen by him. It should be noted that this is sufficient good way, although it is far from suitable for everyone (you can recall the film “Route 60”, where the father reads the career of a lawyer to the main character, but, in the end, the hero refuses the goal imposed on him by his father).

On a note. In some cases, the initially set goal may turn out to be superficial. Psychologists often single out the multi-layered goal, and also note numerous inaccuracies in the wording that diverge from what is really desired. To get a really well-formulated goal, you need to specify its content. So, in the example above (“I want to have a car”), there may be more than just a desire to buy vehicle- for example, the desire to improve one's status, to demonstrate to others one's own independence, a way to join the interests of a certain group of people, and others. Awareness of the underlying motive can help achieve the true goal by increasing the level of self-understanding and providing a better satisfaction of the original need.

Goal setting methods

3.1. SMART

But do not forget that the goal should be as accurate as possible, not only in terms of your inner perception of what you want. You absolutely must imagine the ways to achieve the goal, use very specific tools for this in planning and look for specific resources, and, most importantly, have time to do it on time (we are still talking about time management, right?). That is why the SMART goal setting system was developed. It owes its name to a mnemonic rule that combines the first letters of the English name of the goal quality criteria. Among them are the following:

• Specific (specific) - the goal must be specific, i.e. should indicate what exactly needs to be achieved;
• Measurable - contains an indication of how the result is measured. If the goal is quantitative, then it is necessary to indicate the target figure (“sales are 5% more”, “buy an iPhone 5S for less than 15,000 rubles”, etc.), if it is a qualitative one, set a standard (“a car no worse than an S-class”, “the same watch as Stas Mikhailov”);
• Achievable (achievable) - the goal must be realistic; in addition, the mechanism for achieving it must be clear and it must also be real;
• Relevant (relevant, actual) - it is necessary to understand that the fulfillment of the goal is relevant and really necessary to achieve the desired;
• Time-bound (limited in time) - the goal must have clearly defined time limits for its achievement.

You can read more about SMART goal setting in.

The algorithm for setting SMART goals looks like this:

1. maximum refinement of results (S);
2. substantiation of the goal as necessary, relevant (R);
3. forecasting and assessing the degree of attainability of the goal (A);
4. selection of criteria for evaluating the goal and target indicators (M);
5. for the most refined goal, the deadline (T) is selected.

Exercise 2.3 by Brian Tracy

Take a piece of paper and write ten goals on next year as if they had already been realized (for example, “I bought myself a new Ferrari 458 Italia in a boutique on Tretyakovskiy proezd”), and then choose the one that most would change your life. Circle it, and then write it out on a separate sheet and work according to the SMART criteria.

Exercise 2.4

In your opinion, what method of goal-setting (see paragraph 2 of the lesson) does the example from the previous exercise refer to? Why?

3.2. Project method of goal setting by G. Arkhangelsky

Despite the obvious advantages of SMART technology, it is effective only if the initial conditions for setting a goal are known and the subject of goal setting has a conscious understanding of the desired image of the future. On the contrary, in life there is often a situation when a suitable goal has not yet been found, and the initial conditions are rapidly changing. Then we can distinguish the following stages of the technology of the project method of setting goals:

• determination of the abstract level (“framework”) of the future goal by:
  - clarifying the value system by highlighting specific values ​​(meta-goals);
  - identifying key areas of life to which their influence extends;
  - clarification of the rules that determine the nature of this influence.
• a specific goal is specified so as not to contradict the values ​​and principles existing in this sphere of life; ensuring conformity with values;
• planning for a specific level of achieving goals: current affairs are checked for compliance with meta-goals (unlike the SMART approach, when the original goal is decomposed into separate tasks);
• determination of the time scale in which it is planned to achieve the goal - “in a week”, “this year”, etc. (as opposed to exact SMART timelines);
• division of cases into “hard” ones (tied to certain dates and time) and “soft” (planned on a time scale and taking into account the system of contexts);
• all cases are distributed according to the areas of attention - strategic, operational and tactical (they correspond to time scales of one year, one week and one day).

On a note. You can read more about G. Arkhangelsky's system in his book.

3.3. Method "goals - values"

Knowing about your meta-goals (see exercise 2.1), form a table of correlation of goals and values:

If, based on the results of filling out the table, you build goals in descending order of the final score, then you can determine which one makes the greatest contribution to the fulfillment of your meta goals.

Exercise 2.5

What method of setting goals is the goal-values ​​method?

Goal-setting is the most important, but not the only stage of time management, preceding the actual execution of cases, their implementation. Next milestone is planning, which we will study in the third lesson.

Test your knowledge

If you want to test your knowledge on the topic of this lesson, you can take a short test consisting of several questions. Only 1 option can be correct for each question. After you select one of the options, the system automatically proceeds to the next question. The points you receive are affected by the correctness of your answers and the time spent on passing. Please note that the questions are different each time, and the options are shuffled.