Setting Smart Targets

Setting SMART goals and targets •

•

When the term goal/s is used, it refers to goals that the tutor and learner set for the course. These are often referred to as ‘short-term goals’. If the learner is in a workshop or in roll-on roll-off provision, the goals are set for the period for which the learner is enrolled. This may be until the end of a term or year. The term target/s is used for the smaller steps that learners need to make to move toward their goal/s.

The acronym SMART is widely used to describe goals and targets. Different people use different terms but the messages are very similar: Specific Measurable Achievable Relevant Time related SMART TARGETS NOT SMART I will work on word endings and grammar (Not specific; which word endings?)

SMART I will be able to add –ful/til/-all correctly to a list of given words.

Measurable

To improve my punctuation (Not measurable; what does improve mean?)

I will be able to insert ownership apostrophes into a given text.

Achievable

To feel more confident about my reading (It is important to set objectives that a learner can achieve in the period available.)

I will have read two books from the resources shelf and be able to discuss these with x.

Relevant

I will have written and sent To write personal letters (Is this what the learner an email to my friend Y needs to do? Some learners without help. want to write personal letters, but others may never do so.)

Time-related

To pass the driving theory I will have the confidence to take the driving theory test test by July.

Specific

SPECIFIC Specific goals and targets provide: A CLEAR OUTCOME

A CLEAR RANGE A CLEAR SITUATION OR PURPOSE

I will be able to: •

Use

capital letters for people’s names

for the members of my family

•

Read

the front page of the newspaper

to summarise the news

ƒ

Add

three 2-digit numbers

to check the hours I have worked

MEASURABLE Specific goals and targets will often indicate the criteria for success. In each of the goals above, it is clear what the learner needs to do to demonstrate his or her skill or knowledge. Less specific goals, such as ‘improve my spelling’, provide no indication of the standard to be met. Learners often underestimate their progress because the task seems so large. Specific, measurable targets can help the learner to recognise his or her success and enable teachers to record progress.

ACHIEVABLE Helping learners to set achievable goals and targets requires skill and experience. There is a careful balance to be maintained. Learners need to experience early and continuing success if they are to remain motivated. However, learners also need to be challenged so that progress is maintained. They may need to be moved out of their ‘comfort zone’.

RELEVANT Goals and targets need to be relevant to: • • • •

the learner’s life and particular needs the learner’s aspirations and long-term goals the agreed learning aim the learning environment

Learners will have greater motivation to learn when they recognise the relevance of the learning to their particular interests, needs and aspirations. Learners on a vocational course may be motivated by literacy, language or numeracy goals that are linked clearly to vocational tasks. Goals need to take account of the learning environment. For example, some skills would be difficult to practise in a prison.

TIME RELATED Learners and teachers need to agree a clear timeframe for goals and targets. While goals may be assessed at the end of the course, targets provide markers on the way and shorter timescales can be useful. Without a clear idea of the timescale involved, goals may appear either too daunting, or alternatively, lose their challenge.

(For more information see, “Planning learning and recording progress and achievement: a guide for practitioners”, DfES, ISBN 1 84478 079 1”)