Module 8. The Coaching session

As always, in each module a coaching session is applied to better integrate the learning and development of the focus soft skill. In this case, a group dynamic focused on stimulation and reflection on Goal Setting was applied.

Below we will explain the dynamic in detail, together with its objectives and structure: 

OBJECTIVES 

• Reflect on how to set goals in an effective and motivating way.  
• Promote self-knowledge of the values and positive qualities that one possesses to achieve goals. 
• Rethink the image that one makes of oneself and establish actions to achieve goals. 

TIME: 180 minutes in total 

PLACE: Own equipment 

MATERIAL: PC. Internet connection. Video call tool. 

DEVELOPMENT ACTIVITY 1 

Activity 1 is an exercise for participants to practice goal setting by analysing the own individual background. This activity consists of developing three lists (students will have 5 minutes to write each of them): 

• In the first one, students must write a list of those values or positive qualities that they possess, they can be both personal and social, physical or intellectual (ex. Solidarity, responsibility…).  
• Once finished, they should make another list with the achievements they have achieved in life, especially those that are important to them, it does not matter if they consider them small or large (ex. PhD, getting a house…).  
• Then, they must make a 3rd list with those supports that have helped them achieve the achievements, they can be people, facts, situations, qualities (ex. Parents, scholarships…).  

And finally, each one must draw a tree with roots and fruits on a sheet of paper. Then they must add the data of the 3 lists into the drawing. The roots symbolize the values and identity qualities, the trunk are the supports that help us, and the fruits are the achievements. 

DEVELOPMENT ACTIVITY 2 

In activity 2 we asked the students to write down the qualities listed on the tree and, if they have less than 6, to complete with qualities that they think are essential for goal setting. Once written, they must reflect inward and assess (from 1 to 10) where we are regarding quality. Scoring each of the qualities/values written. They have 10 minutes.  

This way each student will assess him/herself in order to know their strengths and weaknesses. 

DEVELOPMENT ACTIVITY 3 

Activity 3 consists in presenting and of knowing how to define objectives in a motivating way. For this we are going to explain the SMART rule/model (Doran, 1981). The steps to follow to define them effectively in the short-medium term are:  

• Specific: the more information that can be provided, the better.  
• Measurable: for a goal to be clearly an objective, you must have a quantitative way of measuring that you have actually achieved it.  
• Attainable: you must be realistic when establishing what you want.  
• Relevant: the objective needs to be relevant. That is, it must have meaning and value and must require an effort that satisfies achieving the objective.  
• Time based: it must have a start and end date. If the goal is not limited in time, there will be no sense of urgency and therefore less motivation to achieve it.  

But for the definition of objectives, it is important to take into account an extra personal element, the motivation. For this reason, to the SMART rule we will add the E, for enthusiasm. It is key that the objective excites us, since this will be the energy that will help us to achieve them, to jump barriers, to be resilient and to have a positive vision of the objective. 

For the goal setting and their scope, it is important to give the best version of oneself. And before what happens in the physical world, we must visualize the success of the plans we design. We are going to use storytelling as a tool to see the way forward. We are going to set up a scenario for students and ask them to create a storyboard that identifies three actions that John can take to achieve his long-term goal. In other words, they will have to imagine what John can do (with all the elements mentioned) to achieve his goal.  

John, our protagonist, has a long-term goal of owning his own technology company, becoming successful, and employing people within his small business. Once the stories have been shared among them (2-3 voluntaries), and it’s discussed the variety of elements of SMART-E. This activity shows that there is not only 1 way to think or plan objectives. It is expected that the students will show different ways to achieve John´s goal. 

DEVELOPMENT ACTIVITY 4 

The final activity 4 is for the doctoral students to design a short/mid-term objective for their day-to-day activities and present it to the group (2-4 voluntaries). They will have to mention qualities/values, supports and the end goal, as well as the elements in SMART-E model. Just as they did with John case. They also will have to consider their strengths and weaknesses assessed previously just in case they have to include some sub-objectives related to weaknesses improvement. 

Results 

The general result of the dynamics has been positive. Several comments by the students stand out where a significant degree of introspection is manifested. In addition, they have also gained an awareness of how their values and supports interfere and influence the goal setting process, a fact that previously went unnoticed by many. It is also worth mentioning that in the section where students had to mention the supports they have, very few students have mentioned themselves as their own support, which led to a conversation about how capitalism and materialism influence the perception we have on the supports as external elements and not internal to our person. On the other hand, although some of the students already knew the SMART model, the addition of an additional letter referring to emotion and motivation has been key to completing the model and connecting with it. Thus, providing several tools related to goal setting. 

Bibliographic 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.