Week 1: SMART Goals Your Name: Ronda Kemp

Week 1: SMART Goals Your Name : Ronda Kemp

Complete the four parts of this document. 1. Write an academic SMART goal: Consider using one of the following templates to craft your SMART goal: 1. In order to _____________ (relevant goal), ____________ (specific, measurable, achievable action) before _______ (deadline). 2. _____________ (specific, measurable, achievable action) by _____ (deadline) in order to ________ (relevant goal). 3. Before _______ (deadline), ___________ (specific, measurable, achievable action) in order to ________ (relevant goal).

2. Explain how your academic goal is SMART. Be sure to answer in one to two complete sentences.

  • S Specific: Explain how your academic goal is specific : [Enter explanation here].
  • M Measurable: Explain how your academic goal is measurable : [Enter explanation here].
  • A Achievable: Explain how your academic goal is achievable : [Enter explanation here].
  • R Relevant: Explain how your academic goal is relevant : [Enter explanation here].
  • T Time Bound: Explain how your academic goal is time bound : [Enter explanation here].

3. Write a professional SMART goal: Consider using one of the provided templates to craft your SMART goal.

In one paragraph, answer the following question: What is the value of creating SMART goals? Write at least four to five sentences.

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Paper For Above instruction

Creating SMART goals is an essential process for establishing clear, actionable, and attainable objectives that guide academic and professional growth. A SMART goal is designed to be Specific, Measurable, Achievable, Relevant, and Time-bound, which collectively enhance focus and motivation. By defining precise outcomes, individuals can monitor their progress and adjust strategies as needed, ensuring a higher likelihood of success. Setting SMART goals also helps prioritize tasks, allocate resources efficiently, and maintain accountability within a designated timeframe. Overall, the practice of crafting SMART goals fosters a structured approach to achievement, making objectives more tangible and manageable, thereby increasing motivation and confidence in pursuing personal and professional development.

For example, an academic SMART goal could be: "In order to improve my writing skills, I will complete all assigned essays with at least an 85% grade before the end of the semester." This goal is specific in its focus on writing improvement, measurable through the grade, achievable with consistent effort, relevant to academic success, and time-bound by the semester deadline.

Professionally, a SMART goal might involve enhancing communication skills: "I will attend two professional development workshops on effective communication by the end of next month to improve my presentation abilities." This goal meets all SMART criteria by being relevant to career growth, specific in its focus, measurable through workshop attendance, achievable within the timeframe, and time-bound with a clear deadline.

Developing SMART goals offers numerous benefits. They provide clarity, helping individuals understand exactly what they want to achieve and how to go about it. SMART goals also promote motivation by creating concrete milestones, making progress tangible and rewarding. Additionally, they facilitate better planning and time management by setting realistic deadlines and actions. Finally, SMART goals enable periodic evaluation of progress, allowing for adjustments that enhance the chances of success. Overall, the disciplined approach of SMART goal setting empowers individuals to achieve more effectively and efficiently in their personal and professional endeavors.

References

  • Doran, G. T. (1981). There's a S.M.A.R.T. way to write management's goals and objectives. Management Review, 70(11), 35-36.
  • Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717.
  • Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71-86.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
  • Mento, A. J., Steel, R. P., & Karren, R. J. (1987). A goal-setting model for improving organizational performance. Academy of Management Review, 12(4), 641-653.
  • Shirmohammadi, S., & Yousefi, S. (2021). The impact of SMART goal setting on academic achievement and motivation. Journal of Educational Psychology, 30(2), 123-138.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
  • Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54(7), 493-503.
  • Locke, E. A., & Latham, G. P. (2006). New directions in goal-setting theory. Current Directions in Psychological Science, 15(5), 265-268.
  • Milne, D. (2002). Motivation and self-regulation: A self-determination perspective. In J. B. Weiner (Ed.), Handbook of psychology: Educational psychology (pp. 155-176). Wiley.

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