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Goal Setting on Extracurricular Activities

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Running head: GOAL-SETTING ON EXTRACURRICULAR ACTIVITIES

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Group Assignment Cover Sheet
Subject Name

Academic Skills

Lecturer’s Name

Dương Thị Hoàng Oanh

Title of Assignment

Final Exam – Mini research

Class

BBUS 4.2

Group Number

3

Student Number and Name

1. Trương Hải Nghi
2. Huỳnh Ngọc Thiên Lý
3. Võ Minh Tâm

Contact Number or Email

0979992773 – truonghainghi2131@gmail.com

Length

16 pages – 2940 words

Due Date

12/06/2014

Date Submitted

12/06/2014

Declaration:

I hold a copy of this assignment if the original is lost or damaged.

I hereby certify that no part of this assignment or product has been copied from any other student’s work or from any other source except where due acknowledgement is made in the assignment.

No part of the assignment/product has been written/produced for me by any other person except where collaboration has been authorised by the subject lecturer/tutor concerned.

I am aware that this work may be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking)
Signature: ……………………………………………………………………….
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Note: An examiner or lecturer/tutor has the right not to mark this assignment if the above declaration has not been signed)
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GOAL-SETTING ON EXTRACURRICULAR ACTIVITIES
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Goal-setting on extracurricular activities participation
Trương Hải Nghi, Huỳnh Ngọc Thiên Lý, Võ Minh Tâm
Academic Skills
12/06/2014
Dr. Duong Thi Hoang Oanh

GOAL-SETTING ON EXTRACURRICULAR ACTIVITIES
3

Abstract
The main purpose of this research is to identify and analyze the effects of goal-setting on extracurricular activities participation, from which this significant study sheds light on the implications of the results followed by some clear recommendations for tertiary students. As a primary research, this report is written based on the results, which is the summarized answers of 118 students of different universities to the questions given in an online survey.
Some comparisons to other professional researchers’ reports help clarify this issue.
Generally, most of students admitted that goal-setting before extracurricular participation is crucial but they scarcely set detailed and effective goals and the similar answers reflect that setting goals efficiently does affect the students’ performance as well as their achievements during the whole activity-participating process. Moreover, some suggestions and detailed methods from the experts on making an appropriate goal will be recommended at the end of this research.

GOAL-SETTING ON EXTRACURRICULAR ACTIVITIES
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Goal-setting on extracurricular activities participation
Enrolling in many extracurricular activities is becoming more familiar with students in universities these days. Research has shown that about 7 million of students take part in afterschool programs (Afterschool Alliance, 2005; Capizzano et al., 2000) and a large number of them stay involved in youth organizations and some programs related to communication or society (Boys & Girls Clubs of America, 2004; Girls Inc., 2004; U.S. Department of
Agriculture, 2003). However, not all of them can gain good results or satisfactory success from many advantages of extracurricular activities such as: improving soft skills, expanding relationship, enhancing academic performance, opportunities for future career, etc. A lot of students still feel stressful because of their overscheduling after school activities. They can not balance between academic performance and organized activities. The reason is that most of ineffective students do not know how to take priorities and manage their time appropriately. Fundamentally, it is also because students rarely set goals before participating in extracurricular activities.
This research is to explain, analyze and figure out how goal-setting affects the students’ participation in extracurricular activities. Based on the statistic after consulting 118 students, some discussion will be made. Furthermore, in this research, several feasible solutions and their implementation will be outlined to assist students in working effectively in their organized activities.
Literature Review
It has become apparent in recent years that the reality of extracurricular activities participation in universities is an issue that many people feel strongly about. In Mahoney’s national surveys (2006), the researcher stated that more than 80% of young generation,

GOAL-SETTING ON EXTRACURRICULAR ACTIVITIES
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especially students in universities, spent their leisure time taking part in extracurricular contexts. These activities can be joining in students’ council, youth groups, sport clubs or cheer team, etc. Not only Holland and Andre (1987) but also Larson (2000) claimed that extracurricular activities made a positive impact on the growth and development of young adults. They are directly linked to students’ academic and social success. Hence, these activities give students opportunities to explore themselves, their aptitude and intuition.
Students also have chances to improve their skills (such as: team-work, leadership, communicating, etc) and challenge themselves in many valuable tasks.(Eccles and Gootman
2002; Fredricks and Eccles 2005). Moreover, another advantage of afterschool activities is career’s achievement. Participating in extracurricular activities can provide a student comparative advantage when he/she applies for a job (Oxford Royale Academy, 2014).
In spite of the benefits of extracurricular activities, there are also negative outcomes.
Predictably, overscheduling afterschool activities of students’ participation is becoming an growing concern of society. (Jennifer A. Fredricks, 2011).According to Joseph L. Mahoney,
Angel L. Harris, and Jacquelynne Eccles (2006), a small group of students ( about 3 or 6%) spent 20 or more hours/week participating. Many reporters (Fountain, 2005; Gilbert, 1999;
Noonan, 2001) and book writers (Elkind, 2001; Rosenfeld and Wise, 2000) recommended that high pressure and stress appear in the lives of youth because of their participation in after school activities. Consequently, in this case, students will also have unsatisfactory academic performance. Moreover, overscheduling extracurricular activities can shorten students’ relaxing time, time for enjoying themselves and taking care of their families, their relatives.(Melman et al.2008; Shaw et al. 1996).
There are a lot of reasons which researchers have been indicated to explain why students

GOAL-SETTING ON EXTRACURRICULAR ACTIVITIES
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are overscheduled when participating in after school activities. Luthar and Sexton (2005);
Mahoney et al (2006) implied that youth join extracurricular contexts because they want to live up to their parents ‘expectation or they are under pressure of their parents. Another reason is that students have a lot of career ambitions, too much “ It will be useful for my future”, “ It impresses other people” (Mahoney, 2006) So, they just take part in as many activities as possible without selecting, without any goal.(Mahoney, 2006). However, according to The McGraw Center (2009), to achieve your ambition, you must set goals and work with them both in activities and academic performance.
Methodology
This research is conducted using both primary qualitative and quantitative method.
There are 118 students of University of Economics randomly answering a set of multiplechoice questionnaires (see appendix) and five students participated in the personal interview afterward. Result
Situation of goal-setting in extracurricular activities
Based on question 1 (See appendix), 85 % asked students said that they were joining extracurricular activities.
Question 2 asked about the effectiveness of extracurricular activities of students rating from 0% to 100%. The data revealed that 16 % students thought their extracurricular contexts was from 80% to 100% in effectiveness but 37% students agreed that joining these activities only valued from 0 to 60% ( see the chart below )

GOAL-SETTING ON EXTRACURRICULAR ACTIVITIES
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Effectiveness of participating in extracurriculum activities
1%
5%

16%

31%

47%

0-20%

20-40%

40-60%

60-80%

80-100%

To discovery deeply the reality of setting goal in students’ life and discover some first relations between setting goals and effectiveness in extracurricular participation, we conducted two next questions. Questions 3 asked about how important for students to set goals before participating in extracurricular activities and the answer included four choices: very important, important, quite important and not important. 56% students thought that setting goals was very important, whereas only 4% students considered goal-setting to be less important or not important at all
How important setting goals are with students
2%

2%

41%
56%

Very important

Quite important

Less important

Not important at all

Question 4 (See appendix) was a forced question requiring students to choose among four options: detailed and specific goals; quite detailed and specific goals; undetailed goals and no goals. The purpose of this question was to see how detailed goals students had. The

GOAL-SETTING ON EXTRACURRICULAR ACTIVITIES
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data was very surprising as there were several differences between how important setting goals to students and how detailed goals they made. Only 12% had detailed and specific goals
(See the tables), compared with 56 % students who assumed that setting goals was very important. Quality of goals
4%
24%
60%
12%
0%

10%
No goals

20%
Undetailed goals

30%

40%

Quite detailed and specific goals

50%

60%

70%

Detailed and specific goals

To summarize the situations, it could be clarified to see that there were a lot of students (85%) joining activities and slight percentage of them had detailed and specific goals
(12%). As a result, although it took a lot of time and efforts to take part in these activities, students did not gain the effective outcomes.
The relation between goal-setting and effectiveness in extracurricular activities participation To discover intensely the relation between goal-setting and effectiveness in extracurricular activities participation, we conducted question 5 and 6
Question 5 asked whether setting goals affected students’ performance in their extracurricular activities. Most respondents said they were agreed (see the chart below)
100%

89%

80%
60%
40%
11%

20%
0%
Agree

Disagree

GOAL-SETTING ON EXTRACURRICULAR ACTIVITIES
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Question 6 was a nominal question asking participants how much effective that they supposed goal-setting to have on their performance in extracurricular activities. Students could score from 0 to 100% to measure this issue. It can be seen in this chart that 11 % students thought that setting goals played an important role (from 80 to 100 %) in their performance. Moreover, 40 % respondents said that the impact of goal-setting were from 60 to 80%
Impact of goal-setting

0-20%

20-40%

40-60%

60-80%

80-100%

%

4%

12 %

33 %

40%

11 %

The connection between setting goal and effectiveness in extracurricular activities participation can be realized in the chart and table below.
Connection between goal-setting and effectiveness in extracurricular activitie 20%
No goals

0%
0%

60%

20%

0%

11%

Undetailed goals

0%
Quite detailed and specific goals

44%

33%

11%
3%

27%

59%

11%
0%

Detailed and specific goals

14%

42%
44%

0%

10%

20%

30%

0-20%

20-40%

40-60%

60-80%

40%

50%

60%

70%

80-100%

With detailed and specific goals, most of people (44%) agreed that their extracurricular activities’ effective outcomes accounted for between 80% and 100%. In similarity, 59% students with quite detailed and specific goals believed that effectiveness of

GOAL-SETTING ON EXTRACURRICULAR ACTIVITIES
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extracurricular activities was from 60% to 80%. As regard to undetailed goals, 44% students accepted that these participation only valued from 40% to 60%
Discussions
Why do students think goal-setting is important?
There are some reasons for the fact that most of tertiary students do suppose goalsetting before extracurricular participation to be crucial, one of which is that an efficient goalsetting affects us in emotional and physical aspects of life and makes our career/study and relationships more effective. Consequently, extracurricular activities participation is not the exception. Goal-setting is also an indispensable step of time-management which is one of the most efficient working methods. This strengthens students by enhancing the abilities to create master plan, cope with info-heavy courses and multiple deadline, manage distraction and stay focus, avoid putting off to do list and manage stress or depression so that young people can utilize their time to get the best benefits from academic as well as extra activities.
Why do not many students set detailed and specific goals?
Many students, whenever they have been asked about their thought of goal-setting, a lot of them will say “Well, it is very important to my life, to my career and to my activities”.
In certain circumstances, as the results of the conducted survey, 56% of students shared that it is very important to set goal before attending extracurricular activities (Result of question 3).
However, the percentage of students who set detailed and specific goals on extracurricular activities was just only 12% (Result of question 4). There are four main reasons leading to this issue.
Firstly, students’ goals are too simple without much deep cultivation. This leads to the fact that many students tend to set as many undetailed goals but yet, seem to be indispensible

GOAL-SETTING ON EXTRACURRICULAR ACTIVITIES
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to them as possible. In their mind, students do not figure out which activities will support their career, they just assume extracurricular activities to be one of the factors which makes their CVs precious. Additionally, many young adults neglect the relation between goalsetting and their actual performances. This can be an answer explaining why only 11% of students thought goal-setting thoroughly affected their extracurricular activities’ performances (Result question 6). Moreover, the plurality of students think that extracurricular activities are just “activities” or the means of recreation. Students just join because of their hobbies, their preferences, so why they have to waste time setting goals?
Last but not least, the most usual reason is that students do not actually master the methods of setting goal appropriately and effectively.
Why do setting goals affect students’ performance?
Based on the survey and interview, it could be concluded that there are three main reasons why goal setting affects the students’ performances in extracurricular activities: process of goal-setting before participating, motivation during participating and observation after joining.
Setting goals before taking part in an extracurricular activity means that students must recognize their tasks in this activity as well as estimate to which extent they enhance your abilities. Based on this observation, students can choose the most suitable one to join, set a smart goal of what they desire from the activity. Hence, this helps eliminate some timeconsuming and unvalued activities.
During students’ engagement with activities, goals can become their motivation whenever they feel frustrated for obstacles along the way since they realize that these activities are necessary not only for present time improvement but also for their development in the future. Furthermore, goals will grant students the direction to prioritize their various

GOAL-SETTING ON EXTRACURRICULAR ACTIVITIES
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tasks effectively. Likewise, based on these goals, students can keep control over these activities with more appropriate time-management and attitudes towards external influences, which usually make them distracted and exhausted.
After finishing the activity, students can have significant observations, deeply figure out their strengths and weaknesses in order to gain self-awareness ability leading to their enhancement in future.
Suggestion for effective goal-setting process
Turning to some suggestions for the efficient goal-setting process. The first recommended step is to identify your purposes of accomplishing an activity. The decision must be considered based on what are truly important and in need to achieve what you really desire to be. People may want to fulfill themselves with improvements or achievements but sometimes, overextending oneself is just not necessary, priorities must be set and it is much wiser to put the first things first. For examples, before registering for a non-academic activity, it is advised by experts to answer the question “Why?” for every choice. If the answer is
“Because this helps me with my career/study…” instead of “Just for fun” or such alike, we will have strong motivation for the next steps. Another tip is to use your imagination to visualize your individually “desired direction and destination” (Stephen, 1989). According to
“7 Habits of effective people” (1989) of Stephen Covey, this step is called “Begin with the
End in mind” and has motivated as well as inspired young adults strongly in their effective routines to become successful people.
Setting goal should be followed by a detailed plan, which is also an indispensable part of goal-setting. S.M.A.R.T goal theory (specific, measurable, achievable, resources, time bound) should be applied and decision must stick to the final goal so that it is simple to prioritize your tasks in everyday’ to-do-list, which is recommended as a useful tool to keep

GOAL-SETTING ON EXTRACURRICULAR ACTIVITIES
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you staying focused toward the goals. These useful tips will surely help students a lot with managing time, handling stress and achieving success.
Conclusions
The research interprets the fact that effective goal-setting at the beginning will result in an efficient process of participating and accomplishing extracurricular activities. Via the conducted survey followed by a significant discussion compared with other previous studies on the effective methods of learning/working, it is proved that students have more tendency to achieve their goals as well as to find it is easier to plan and lead their life successfully with detailed goals for every activity, one of which is a non-academic activity. It is undeniable that setting goals is an indispensable part of time management that grants young adults the ability to cope with heavy schedules including lots of activities, discover what is truly important and enjoy life simultaneously.

GOAL-SETTING ON EXTRACURRICULAR ACTIVITIES
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Appendix
Questionnaires:
Question 1: Are you taking part in extracurricular activities?
A. Yes
B. No
Question 2: What is your evaluation on the effectiveness of your activities?
A. 0-20% in effectiveness
B. 20-40% in effectiveness
C. 40-60% in effectiveness
D. 60-80% in effectiveness
E. 80-100% in effectiveness
Question 3: How important is setting goals to you before you join in extracurricular activities? A. Very important
B. Important
C. Quite important
D. Not important
Questions 4: How much detailed and specific is your goal?
A. Detailed and specific goals
B. Quite detailed and specific goals
C. Undetailed goals
D. No goals
Question 5: Do you think goal-setting affects your performance in extracurricular activities?
A. Agree

GOAL-SETTING ON EXTRACURRICULAR ACTIVITIES
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B. Not agree
Question 6: How much influence do you think that goal-setting has on your performance in extracurricular activities?
A. 0-20%
B. 20-40%
C. 40-60%
D. 60-80%
E. 80-100%
Interview main questions:
1. Why do you think goal-setting is important?
2. Why do not you set detailed and specific goals frequently?
3. Why do you think setting goals affects students’ performances?
4. Can you give your own suggestion for effective goal-setting process?

GOAL-SETTING ON EXTRACURRICULAR ACTIVITIES
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References
Fredricks, J. A., & Eccles, J. S. (2005). Family socialization, gender, and sport motivation and involvement. Journal of Sport & Exercise Psychology, 27, 3-31.
Eccles, J. S., Barber, B. L., Stone, M., & Hunt, J. (2003). Extracurricular activities and adolescent development. Journal of Social Issues, 59, 10-43
Mahoney, J. L., Cairns, B. D., & Farmer, T. W. (2003). Promoting interpersonal competence and educational success through extracurricular activity participation. Journal of
Educational Psychology, 95, 409-418.
Luthar, S. S., & Sexton, C. (2005). The high price of affl uence. In R. V. Kail (Ed.), Advances in Child Development, 32, 126162 . San Diego, CA: Academic Press.
Mahoney, J. L., & Zigler, E. F. (2006). Translating science to policy under the No Child Left
Behind Act of 2001: Lessons from the national evaluation of the 21st-Century
Community Learning Centers. Journal of Applied Developmental Psychology, 27,
282-294.
Rosenfeld, A., & Wise, N. (2000). The over-scheduled child: Avoiding the hyper-parenting trap. New York: St. Martin’s Griffi n.
Elkind, D. (2001). The hurried child: Growing up too fast, too soon. Cambridge, MA: Da
Capa Press.
Noonan, D. (2001, January 29). Stop stressing me: For a growing number of kids, the whirlwind of activities can be overwhelming. How to spot burnout. Newsweek (pp.
54-55).
Gilbert, S. (1999, August 3). For some children, it’s an afterschool pressure cooker. New York
Times.

GOAL-SETTING ON EXTRACURRICULAR ACTIVITIES
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Girls Inc. (2004). Girls Inc. 2004 annual report. Retrieved May 29, 2006 from: http://www.girlsinc.org/ic/content/annual_report_2004.pdf. Fountain, H. (2005, July). Summer time, and the livin’ is crazy.
New York Times.
Center, T. M. (2009). Extracurricular Participation and Academic Outcomes:.
Fredricks, J. (2009). Extracurricular Participation and Academic Outcomes:.
Mahoney, Joseph; Harris, Angel; Eccles, Jacquelynne;. (2006). Organized Activity
Participation, Positive Youth Development,.
Holland, A., & Andre, T. (1987). Participation in extracurricular activities in secondary school: What is known, what needs to be known? Review of Educational Research,
57, 437–466.
Larson, R. W. (2000). Toward a psychology of positive youth development. American
Psychologist, 55, 170–183.
McCombie, R. (2014, January 16). OXFORD ROYALE ACADEMY. Retrieved from ExtraCurricular Activities

to

Enhance

your

University

and

Job Applications:

http://www.oxford-royale.co.uk/articles/6-fun-extra-curricular-activities-enhanceuniversity-job-applications.html
Covey, S. (1989). 7 Habits of effective people.…...

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...Abstract Goal setting in not a dream or a wish you can desire over and receive with no effect put forth. You have to progressively work towards a goal. There is a significant relationship between goal setting and financial goals. Setting Goals Financial matters relate to all characteristics of personal and family life. In order to better manage financial problems, everyone should have a financial plan. Furthermore, in setting goals we can make a statement of the financial plan. Two financial problems that I face personally, and as the head of house hold, are saving money and too much debt. When looking at savings, I see a financial problem as far as my short term and long term goals. It would be ideal to save money for the short term for things such as unexpected expenses or family outings. It would also be ideal to save money for the long term for retirement. I see an financial problem when I look at debt to income ratio. I have my regular living expenses as well as a personal loan, student loans, and medical bills. Once I factor in my loans and medical bills I have a high debt to income ratio. I have set personal and household financial goals for myself. The personal financial goals I have set for myself are to put one dollar per day into each of my daughter’s savings accounts. Another personal goal I have set for myself is to put five thousand dollars of my tax return into a savings account so I can put a down payment on a house. The household financial goal......

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Goal Setting

...Goals Essay Outline This essay is part of the Rainier HS portfolio, which is a graduation requirement. This essay will receive both an English class grade (using the 6-traits rubric) and a completion score in Advisory. When you have completed this essay, you will need to share it through your Google drive with both your advisory teacher and myself. Use this outline to guide your essay. #1 Introductory Paragraph *There will be at least 2 sentences in this paragraph. Why is it important for you to set goals? What type of goals will you address in this essay? #2 Academic Goals Paragraph *There will be at least 9 sentences in this paragraph. Short Term Academic Goal: What is your SMART goal? How is the goal achievable? What will the process be to complete this goal? How will you know that you have accomplished this goal? Long Term Academic Goal: What is your SMART goal? How is the goal achievable? What will the process be to complete this goal? How will you know that you have accomplished this goal? Transition: How will your academic goals help you post-high school? #3 Career Goals Paragraph *There will be at least 9 sentences in this paragraph. Short Term Career Goal: What is SMART goal? How is the goal achievable? What will the process be to complete this goal? How will you know that you have accomplished this goal? Long Term Career Goal: What is SMART goal? How is the goal achievable? What will the process be to......

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Goal Setting

...TermPaperWarehouse.com - Free Term Papers, Essays and Research Documents The Research Paper Factory "" style="font-family: inherit; font-size: 12px; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: bottom; border: 0px;">JoinSearchBrowseSaved Papers "" style="font-family: inherit; font-size: 12px; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: bottom; border: 0px;"> Home Page » Other Topics Goal Setting Worksheet In: Other Topics Goal Setting WorksheetUniversity of Phoenix Material Career Goal-Setting Worksheet Respond to the following in 50 to 100 words each: 1. Adjust your professional or career goal you created in Week Two based on the Career Plan Building Activities results from the My Career Plan assignment. How did the results of the Career Interest Profiler and Career Plan Building Activity on Competencies contribute to your professional goal development?       Well I now that I know more about my actual strengths and competencies when it comes to a professional standpoint and I can now focus on improving them even more and I can look for a job(when it comes to be that time) in my field that will utilize these skills and competencies and actually help me improve on them. 2. Describe how you will balance academic expectations and your personal and professional responsibilities.       For me that is fairly easy since I have......

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Goal Setting

...For whole lot of people we find that they don’t seem to succeed or attain desired results even after working very hard on regular basis. With the support of research by scholars across the globe we have found out which has been also proved through their theories that specifically in the professional arena, one of the major reason for the same is due to not being sure what they want to achieve in life and not setting formal goals for themselves. Goal setting is an important aspect in the process of thinking about the ideal future and helps business-people and professionals with long term vision and motivation. When it comes to leadership as Drucker said the leader is an ideal person who must set goal for the members of his team and himself to define what they are working on and what they are working for. We will further discuss through multiple theories including the importance of goals in motivation and leadership and relating the research to bring the outcome. Motivational Theories 1) Maslow’s Hierarchy of Needs Maslow wanted to understand as to what is it that motivates people and his belief included the fact that people possess a set of motivation system which is not something which is related to rewards and desires. Maslow(1943) specifically stated that everyone is motivated to achieve certain needs and when the first one is fulfilled the human mind seeks to fulfill the second need and the circle keeps going on like this. The earliest and most widespread......

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Goal Setting

...Goal Setting and Time Management Worksheet Using the information from the Goal Setting and Motivation and the Time Management interactive presentations, respond to the following three questions: 1. Describe your time management plan to complete weekly assignments and participation goals. What specific days have you set aside for these activities? Your response must be between 50 and 75 words. I have chosen to log in daily to keep on top of things. That way if in the event I am unable to log in then I will not be short days. Also, I try to work on my assignmens daily. I have found this to work better for me. I do not like to wait until the last minute to complete anything. If I start on an assignement early then I have all week to work on it a little at a time. This gives me plenty of time to go over the assignement and to check for errors. Which works best for me and my schedule. 2. What is your time management plan to balance your academic, personal, and professional responsibilities? Your response must be between 50 and 75 words. My time management plan that I have put in place for myself is to work on school during lunch and when all work is complete at work. I will finish assignments. Weekends are normally busy around my house so I try to get everything completed before Friday. With having a son that is in school, I find it hard at times to do my work in evenings as well. If I do school assignments at home I try and wait until my son is asleep. This allows...

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Goal Setting

...of Phoenix Material Career Goal Setting Worksheet Respond to the following questions in 50 to 100 words each: Create one professional goal using the SMART goal setting techniques you learned in Week Two. How did the results of the Career Interest Profiler and Career Plan Building Activity on Competencies contribute to your professional goal development? * * By being realistic about what my goals should be and the correct path of reaching them. My career would have a better chance of being successful, rather than wasting time and energy on something not obtainable. The Career Interest Profiler had shown me that I am taking the right courses to reach the goal of being in the Criminal Justice line of work. * * * * Describe how you will balance academic expectations and your personal and professional responsibilities. * * Having to manage a planner to where to fits your lifestyle, goals and responsibilities is a good way to keep balance. Being able to decipher what is priority and what is not. Making the best out of the time you have by being realistic and staying consistent to you what have scheduled. Also keeping a positive attitude and staying motivated through adversity will help a lot. * * * * How can understanding the importance of SMART criteria and your career interests and competencies help you move toward your career and academic goals. * They all have a......

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Goal Setting

...QUESTION ONE. HOW GOAL SETTING MOTIVATES AN EMPLOYEE. 1. There is a clear and understandable job description reassures employees to put in the substantial effort since every employee knows what is expected of him or her. 2. Goals activate cognitive knowledge and strategies such as the technical aspect of every operation that help employees cope with a variety situations. 3. When employees participate in the goal setting process, they often do not need to be reminded about what is expected of them. Firefighters do not need to be reminded of their purpose to save lives and property. 4. Management should be a role model to all employees as this will set the foundation for organizational goals. Therefore a good role model motivates employees to work hard following the manager’s footsteps instilling courage and guidance as the chief leader takes responsibility of every task to be undertaken by every fire fighter within his department. 5. An organization should create recognition programs that reward the employees who meet the organizational goals. This include but are not limited to promotions of acknowledgement of best fire fighters on a monthly basis in recognition of their good performance by placing their pictures on a wall to be viewed by all and sundry. FIVE PRACTICAL LESSON LEARNT FROM RESEARCH ON GOAL SETTING. 1) Productivity improvement can managed through frequent training. This attained through regularly training of fire service......

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