Technology of goal-setting and planning. Goal setting, strategy and structure in modern management. Goal setting and strategy system. Ways of goal setting from the leader

The process of managing any system involves goal setting and planning. In other words, goal setting and decision making.

The basis of planning is goal-setting - this is the definition of exact tasks that ensure movement in a given vector.

Strategic planning is a guideline for these tasks for a specific period of time. There are two stages here:

• Goal definition
• Distribution of available resources

The use of planning allows you to set clear goals. And make decisions in a timely manner using methods that are understandable and appropriate. Also, it is to provide control over the situation.

What is goal planning? What stages does it consist of? What is a plan and what types is it? What are the planning methods? How to plan self-realization? And what are the results of planning?

Goal setting is the definition and setting of goals in any activity.

Goal setting is aimed at increasing the level of vital energy. Still, this is the most powerful motivating factor! Goal setting minimizes or completely eliminates the level of anxiety and reduces uncertainty.

Planning is the main means for consistently identifying the most useful goals and achieving them.

Goal planning is the process of reviewing current activities. Formation of an action plan and optimal allocation of resources to achieve the goal.

The goal planning process consists of the following steps:

1. GOAL SETTING

It is necessary to make the most complete, clear, understandable description of the desired state, the required resources and results.

2. DEFINITION OF THE STRATEGY

At this stage, you need to determine all the necessary actions that are guaranteed to lead to the goal. And their sequence is a strategy.

3. IDENTIFICATION OF NEEDS

The plan must describe the needs. Resources required for the successful completion of all planned activities.

4. DEFINITION OF INDICATORS

To control the process of achieving the goal and determine whether the goal is approaching or moving away. It is necessary to describe its qualitative and quantitative indicators.

5. MATERIALIZATION OF THE RESULTS

The results of all previous stages must be materialized - written down on an external medium, paper, computer. This allows you to see the entire "map" from above, mark the current state and quickly determine the next steps.

Planning and plan

The main purpose of planning is to identify possible actions to achieve the goal. Predicting the consequences and their implementation, as well as choosing the best path to the goal. The result of planning is an action plan.

A plan is a description of the sequence of actions, the conditions for their implementation, the required resources, and the rules for their use. And subgoals, the implementation of which allows you to achieve the goal.

Goal-setting and planning, allows not only to determine the best way to achieve the goal. But also significantly save resources, for example:

• Time - set to only 10 minutes a day for planning. Saves an average of 2 hours when doing the same things;
• Energy is you. only useful things will be done;
• Relationships - distribution of cases between households or delegation;
• Finance - you can visually distribute, income and expenditure of money.

Thus, goal-setting and planning makes it possible to make the process of self-realization consistent. A plan helps to determine the optimal steps for the successful and effective achievement of a life goal.

Main types of plans:

Abstractly describe the main results that you need to create in your life.

2. STRATEGIC PLANS

These are the most difficult, important and useful goals for self-realization. A large part of the resources can be spent on their achievement, and the results are directly related to the mission of life. For such plans, it is very difficult to predict the timing.

3. TACTICAL PLANS

It is part of a specific strategic plan and depends on it. With such plans, the final result is precisely known. And you can set an approximate implementation period.

4. OPERATIONAL PLANS

These are goals for which both the result and the path of achievement are known. The results of the implementation of these plans provide resources for tactical and strategic purposes. For such plans, fairly precise deadlines can be set.

Goal setting and planning methods

The question is, why do we often fail to achieve our goals? Why do we get something completely different instead of the intended result? The existing methods of goal-setting and planning consider, first of all, the technique of achieving the goal.

Franklin Planning

Many managers and leaders of Western companies successfully use the planning system. The creation of which is attributed to Benjamin Franklin. Those who use this system in practice note that it helps to significantly increase work efficiency. Due to more effective time management, and due to the planning of the work itself.

Unlike systems built on the basis of accounting for the time already spent. Franklin's system is "forward" - it works with what needs to be done. The global task is divided into subtasks, i.e. — into even smaller subtasks.

Visually, this system can be displayed as a stepped pyramid. And the process of its application is like the process of building this pyramid:

HOW DOES THE PYRAMID BUILDING PROCESS LOOK IN PRACTICE?

1. First, lay the massive base of the pyramid, which serves as a support for all other floors. A person determines his life values ​​(roughly speaking, what he wants from life).

For one, it is material wealth and confidence in the future. The other has a prosperous family, a loving wife and happy children. The third - wants fame and high social status. The fourth is power. For the fifth, knowledge.

The stage of determining life values ​​is the most important in building a pyramid. If a mistake is made at this stage.

For example, a person will choose "knowledge" and "service to people." Although in fact, for him, first of all, “fame” and “high social status". Then, subsequently, disappointment will inevitably befall him.

So, first of all, you need to make a list of life values. Moreover, do not be afraid to spend too much time on this, it is important to think carefully here. Also, you need to make sure that the chosen values ​​do not contradict each other.

2. The next stage is the construction of the second floor of the pyramid, based on the first. Based on the compiled list of values, a person must decide what he wants to achieve.

For example, if someone believes that "fame", "power" and "high social status" are most important to him. He may decide that he wants to be president.

We must set ourselves a global goal. It is important to make sure that the chosen goal really meets all the life values ​​from the previous stage.

3. The third stage of the pyramid builds on the second. A master plan is being drawn up - what, by and large, is necessary to achieve the goal set at the previous stage?

For example, in order to become president. You must first become the governor or mayor of one of the cities. Have party and/or financial support. Be a public speaker.

Have an unblemished reputation. Be a respectable married person. Gotta get higher education in a prestigious educational institution etc. This is how the plan is written. Having set a goal, you should draw up a master plan to achieve the goal.

4. The fourth floor of the pyramid is a long-term (for several years) intermediate plan. With specific goals and specific deadlines. It is very important to indicate the achievement of which point master plan contributes to the achievement of this goal.

More importantly, set a specific time frame. For example, if a person plans to become president and knows that for this you need to have a higher education. He may include the following item in his five-year plan.

“By the end of 20xx, graduate with honors from Harvard University with a degree in sociology and political science. This, firstly, will give me the required higher education. And, secondly, I will be able to make acquaintances with people important to me.

So, you should make a plan for the next 4-5 years. Ask yourself, “What can I do in the coming years to achieve the goals outlined in the master plan?”

In the plan, it is important to specify specific goals and specific deadlines to within a few months. And also indicate which point of the master plan corresponds to the achievement of this goal.

5. Fifth floor - short-term (for a period of several weeks to several months) plan. Looking for a long term plan. You need to ask yourself, “What can I do in the coming weeks or months. To achieve this or that goal?

The points of the long-term plan are broken down into more specific tasks. For example, if the long-term plan is the item: "Graduate from Harvard University."

Then such items will be included in the short-term plan. How - "Submit documents to Harvard University", "Take exam preparation courses", etc.

You should make a plan for a period of 2-3 weeks to 2-3 months. And, as in the previous stage, specify specific dates with an accuracy of several days.

6. Finally, the sixth floor of the pyramid is the plan for the day. It is compiled, as you might guess, on the basis of a short-term plan. Small tasks are solved entirely in one day, larger ones are divided into subtasks.

For example, the task "Submit documents to Harvard University" is divided into such subtasks. How - "Find out what documents and to whom to submit."

"Fill out the necessary documents." “Send documents” and “Make sure documents are received”. Each of the tasks can be assigned to a specific day.

Usually the plan for the day is not drawn up the day before, until the next day. And it consists of a list of various cases. Which had been scheduled for this day over the previous few weeks.

Often, adjustments are also made to it during the day. When making a plan for the day, it is advisable to indicate the time for completion for each task.

Goal setting and activity planning

The life of a modern person is such that one has to “spin” all the time. Therefore, there are always many things that need to be done urgently. How to deal with it?

First of all, it is important to be honest with yourself. Recognize that there is not enough time for everything. But, most likely, you can achieve very good results by doing only a certain part of the things well.

Therefore, you should learn to “sort” things according to the degree of need to complete them, to prioritize. Then, you will be able to choose exactly what things are worth doing in the time available to you.

Eisenhower matrix in planning

The rule proposed by Dwight Eisenhower is a simple aid. Especially for those cases when you need to quickly decide which task to give preference to.

According to this rule, priorities are established according to criteria such as urgency and importance of the case.

The importance of a task is determined by how much the result of its implementation affects your business / work. Urgency refers to how quickly the task needs to be completed.

Depending on the urgency and importance, Eisenhower proposed 4 categories of priority cases:

1. Urgent/important matters. These are cases that if, late execution will lead to significant damage to your business. They should be accepted immediately and carried out by yourself.

2. Less urgent/important tasks. They do not need to be done urgently, they can usually wait. Difficulties here arise when these tasks sooner or later turn into urgent ones.

And must be personally resolved by you as soon as possible. Therefore, double-check the degree of importance and try tasks of this type in whole or in part to entrust to your employees or delegate.

3. Urgent/less important things. Here there is a danger of falling under the "tyranny" of haste. And as a result, completely surrender to the solution of a specific task, because it is urgent.

If the task is not so important, then it should be delegated anyway. Because it does not require any special qualities to perform.

4. Less urgent/less important tasks. Very often, cases of this category settle on a desk, already littered with papers.

If you suddenly start doing these things, forgetting about the tasks of the first category. Then you shouldn't complain about being overworked. Even your subordinates should not be taken for the tasks of this group.

Goal setting and planning technologies

Goal-setting and planning, it is better to use proven technologies. Despite the obvious advantages of SMART technology, it is only effective if it is.

When the initial conditions for setting a goal are known and there is a conscious understanding of the desired image.

SMART technology

The word "smart" in translation from English means "smart". But in relation to this technique, it is an abbreviation. In which each letter is the designation of one of the criteria for setting goals.

S - SPECIFIC - specific

The goal should be, first of all, specific, it should be clear and clearly articulated.

M - MEASURABLE - measurable

In the event that the goal does not have parameters that can be measured. It will be very difficult to determine whether it has been achieved. In other words, it is important to decide what can be the measure of achieving your goal.

A - ACHIEVABLE - achievable

That is, you must have some of your resources, abilities, in order to achieve your goal.

R - REALISTIC - realistic

Achieving your goal must be realistic. It is necessary to objectively evaluate all the resources available for this. If you understand that achieving your goal is not entirely realistic. It is better not to set such a goal or try to break it into subgoals.

T - TIMED (TIME RELATED) - defined in time

In the case when there are no specific deadlines, there is no specific goal. Accordingly, the result will be unclear.

Goal setting and planning: analysis and control

Goal setting and planning are always used by successful people. For personal and professional development. In order for the control system to function normally, it must consist of a closed control loop. And include the following items:

• goal setting
• Planning actions and appointing those responsible for their implementation
• Execution of the planned actions
• Result control
• Analysis of the results
• Formation of managerial influence
• Correction of plans (goals)

If this control loop is not established. Then, we can state the fact that you do not have full control. To implement a closed cycle of managing your activities, you need to organize the above chain of control.

Goal setting in management

THIS IS GOAL-SETTING

“If we set ourselves the task of improving the organization without clarifying its goals, we run the risk of suggesting better ways to perform unnecessary functions or better ways to achieve unsatisfactory end results.” J. O'Shaughnessy
"93% of people have a dream that can be fulfilled before the end of the week, and they make it a dream of a lifetime."
"Don't set a goal too small. If you don't want much, you won't achieve much." Jim Rohn.
Remember, if your plans are not supported by the activity of your hands, feet, tongue and head, then the whole power of these goals and plans becomes equal to zero.
So, the correct procedure for setting goals requires the leader to:
Determine the general and particular goals specifically (that is, so that you can check whether the goal has been achieved or not);


· achieve acceptance of tasks by performers, i.е. readiness to fulfill them;

Determine particular goals so that the overall result is as close as possible to the possible, in terms of its usefulness.
You must adhere to the following rules:
1. Ensuring that the overall goal is known and understood by all those who will implement it is best when the performers participate in setting this goal.
2. Do not set too distant goals. The closer the target, the more it mobilizes.
3. Setting the lungs to achieve goals does not mobilize, but discourages.
4. A person is more active and makes more efforts to achieve the goals that he sets for himself. It is necessary to give subordinates the opportunity to formulate their own goals, but be sure to discuss them with them.
5. We must not allow non-specific goal setting, as they are uncontrollable.
6. It is necessary to ensure that the set of private goals ensures the achievement of a common goal.
7. If the performer doubts that he can complete the received task on time, you should not resort to the order, you need to understand the source of the difficulties.
8. When discussing private goals, it is imperative to agree on all connections, that is, to record from whom and what each performer expects in order to complete his work. These connections must be controlled and coordinated by the leader.

Goal setting methods:

1. Identify key areas of your life. Try to keep within the "magic number" 7 + 2. Fix the selected key areas on paper.
For example: myself (my abilities, inner world, happiness), work, family, lifestyle (home, life, good things), etc.
2. Determine the core values ​​of your life. It is also desirable that there are not very many of them (7 ± 2), really focus on what is of paramount importance to you. Write them down.
For example: a) personal growth and development, self-improvement; b) professionalism; c) freedom, independence; d) welfare, etc.
3. Write down the main goals of your life at the moment. Try not to have too many of them so that the list includes the most significant goals.
For example: a) become the head of the marketing department of firms; b) "promote" brand X; c) get a second higher education; d) improve health; e) build a cottage with a bathhouse, etc.
At this stage, it is important to write down not just fantasies and dreams, but immediately conduct a “result specification” or check goals for compliance with qualitative criteria, for example, SMART.
4. Evaluate the relationship between the goals according to the criterion: "achieving goal A will contribute to, help achieve goal B." Show this as a diagram.
5. Evaluate each goal's contribution to value. To do this, you can use the "goals - values" matrix, in which simple or weighted coefficients are set (for example: 0 - not important; 1 - important, 2 - very important). Filling in the "goals - values" matrix, in fact, is the simplest way to "calculate" goals.
6. Prioritize - create a hierarchy of goals. At the same time, the coefficients obtained in the “Result” column of the “goals - values” matrix can already be considered in themselves as an assessment of the priority of goals. But prioritization is a responsible and creative task that cannot be solved mechanically, only through numerical assessments. There are a number of prioritization rules, the application of which will help to make a qualitative adjustment of the "calculated" priorities:
1) the main values ​​(mission provisions, strategy) dictate the main goals. Thus, the highest priority should be the goals, the achievement of which contributes to the realization of the main goals of the individual;
2) when setting priorities, it is necessary to ensure continuity between the past and the future. The priority goals should equally include long-term (whole life), medium-term (3-5 years), short-term goals (up to 1 year);
3) the more promising (long-term) the goal, the lower the motivation to achieve it. If all priority goals are long-term, then there is a real chance of being disappointed in them and never achieving them. There should be no more than 3 priority long-term goals, and preferably one;
4) when setting priorities, it must be remembered that "topical" (urgent) and "important" are different things. You can not sacrifice the main goals for the sake of momentary problems!

Goal tree

The most developed goal-setting method is the system of procedures for the formation of a "goal tree". Development is carried out by sequential decomposition of the main goal into subgoals according to the following rules:
1) the statement of goals should describe the desired results (state, objects, etc.), but not the actions necessary to achieve them;
2) the formulation of the main (general) goal should describe the final result;
3) the content of the main goal should be expanded into a hierarchical structure of subgoals in such a way that the achievement of the subgoals of each subsequent level becomes necessary and sufficient condition achieving the goals of this level;
4) at each level, subgoals must be independent and non-derivable from each other;
5) decomposition stops when a certain elementary level is reached, when the formulation of the subgoal allows us to proceed to its implementation without further explanation.
In general, the principle of the “tree of goals” ensures the interconnection of many goals of different content (economic, social, political, spiritual), their coordination in order to achieve the main, single goal. The main goal directs the qualitative development of the community, the system of social relations.
The formation of the "tree of goals" occurs according to the principle "from general to particular". At the top is the main goal. It is divided into separate components - into intermediate goals (goals - means), on the implementation of which its achievement depends. Intermediate goals, in turn, are divided into more specific ones, etc. This is how the maximum specification of managerial activity is achieved. This principle essentially represents the general strategy of the process of social management, the possibility of giving it a systemic character and forms a specific dependency system that allows you to determine the place and role of each goal in the process of its implementation, to distinguish them in order of importance under the existing conditions of management activity.

Goal setting

Task N 1
On a new piece of paper, write down 5 important goals you want to achieve for the rest of your life. Try to paint for yourself a possible picture of your future life, and try to set clear goals that can be turned into immediate action.
Task N 2.
Differentiate your life goals according to time criteria. Enter in the columns of the prepared form all the desired goals for the near and distant future
Life goals
Personal desires:
Long-term (life goals): ___________________________________
Medium-term goals (for 5 years): ____________________________________
Short-term goals (for the next 12 months): _____________________
Professional Goals:
Long-term (life goals): __________________________________
Medium-term (for 5 years): ____________________________________________
Short-term goals (for 12 months): _____________________________
2). After everyone has clarified for himself the question of personal and professional goals, it is proposed to complete a series of tasks to analyze personal resources and select means to achieve the goals.
Task N 3. Analysis "Purpose - means".
Think about what means (personal, professional, financial, time resources) are needed to achieve your goals, and compare the ideal picture with the real situation. To do this, select 5 important goals and determine what resources are needed to achieve them; check what you still need to achieve and what to start in order to get closer to the goal.
It is proposed to complete the table:
Target
Funds
What's available
What else is required
Task N 4.
The last phase of the goal setting process is the concrete formulation of practical goals for the subsequent planning stage. At the same time, we must remember that the goal makes sense only when the deadlines for its implementation are set and the desired results are formulated.
Formulate the results of your desired goals, recheck your plans for their feasibility, and set a time frame for their implementation. In addition, set short-term goals that will contribute to the achievement of your long-term, global goals (fill in the table).

Working with purpose.

Let's start from the moment when there is only a desire to change something in your life, but it is not yet clear what exactly and how to do it.
1. Decide what exactly and in what area you want. No restrictions, no “shoulds” and “shoulds”! Just "want", "like" and so on.
You can go from the opposite and list everything that does not suit you in life, determine what you want instead.
2. Formulate a goal in accordance with the SMART or CLEAR or PURE criteria. Which model of goal-setting to choose is up to you.
3. The goal should be broken down into several smaller goals, and those, in turn, into even smaller ones.
To do this, you can use the so-called mental maps.
mental maps(aka mind maps, smart maps, mind maps, and so on) is a simple and highly effective way to transform almost any goal into an action plan. Mind maps are very actively used in life management. They allow you to visually consider what needs to be done and how to achieve the goal, determine what actions should be taken, what resources you will need.
Usually mental maps are drawn in the form of a diagram with a center and "branches" radiating from it. On the branches you place explanations or drawings.
When drawing up a mental map, your goal or task is placed in the center. On diverging branches, you mark keywords, these words should evoke emotions in you. Follow your associations and let your imagination run wild. New associations emerge from each branch. These new links are called second-level branches. The mental map can be expanded almost endlessly, but psychologists recommend making no more than 4 levels for ease of perception.
Consider the option of drawing a mental map by hand.
Take a sheet of paper. In the center, draw any geometric figure and write in it your clearly and correctly formulated main goal.
Break this main goal into several smaller goals. Draw smaller circles and fill them with the same well-defined goals of the second level. At the same time, connect the main target with small targets with lines or arrows.
If necessary, these small goals can be similarly broken down into even smaller ones, and those, in turn, into even smaller ones. Do not bring the details to the point of absurdity. As a rule, three or four levels are enough.
If desired, you can add pictures and drawings to the mental map, use different colors for its design, and so on. All this will make your mental map more emotional and alive.
Once you've reached the level of goal fragmentation you want, next to each goal, write a list of simple and specific actions that you need to take to achieve it. For example:
- reach an agreement …
- prepare...
- to know …
- to report …
- nominate...
You determine the level of detail of the planned actions yourself.
Now it remains only to set the exact dates for the implementation of these actions and coordinate them with your plan, if one already exists.
Thus, in the end, you have a clear and specific plan of action to achieve your goal. It remains only to implement it!

SMART. The abbreviation S.M.A.R.T has its own decoding, where each letter indicates one of the criteria for the correct formulation of the goal:
Specific - the goal should be specific and clear
Measurable - the goal must be measurable
Achievable - the goal must be achievable
Realistic/reasonable/relevance - the goal must be realistic (in other cases, acceptable or relevant)
Timebound - the target must be limited in time.
For example: “I want to get more money. It is my goal!". Based on the SMART criteria, this goal is at least not specific and fuzzy (What does more money mean?), immeasurable (How much more? How much exactly?), Unlimited in time (When? By what date?). With this formulation, the probability of achieving the goal is extremely low. Or the result will be completely unsatisfactory: after all, getting one more ruble is also “getting more money.”
The CLEAR and PURE models are used similarly, but their criteria are naturally different from the SMART model. Despite the fact that these models are much less known and less popular than SMART, they are no less effective.
According to the model C.L.E.A.R. the goal should be:
Representing the challenge
Legal
Eco-Friendly
Acceptable
formulated in writing
Accordingly, according to the model P.U.R.E. the goal should be:
positive
understandable
pertinent
ethical
All cases can be classified according to the criteria of urgency and importance. The key to success lies in learning to separate these two concepts and skillfully classifying tasks into one of four categories:
A. Important and urgent
B. Important but not urgent
B. Not important but urgent
D. Not important and not urgent
Do all tasks A first, then tasks B, then tasks C, and never do tasks D.
Experience: I did the following: each task that I decided to do was recorded in the task column. In addition, for each task, a value was set in the importance field from 1 to 3. 3 are very important tasks that move me towards achieving my goals. Tasks with importance 2 are tasks with normal importance, additional work on the project, training, reading articles on testing and automation. Importance 1 received unimportant tasks that had a dubious effect, after a week you won’t even remember whether you did it or not.
When the number in the "Importance" column was entered, I chose a value from 1 to 3 in the "Urgency" column for the task. 3 received urgent tasks that needed to be completed during the day, or “by yesterday”. 2 - a task for a period of more than one day. 1 received tasks without a specific deadline or with a deadline of a week or more.
Further, according to the formula (P = (I-1) * 3 + U, where P - priority, I - importance, importance, U - urgency, urgency), the priority of the task was calculated (automatically) in such a way that the most important ones received the highest priority tasks, urgency distributed priority among tasks of equal importance. Thus, each task received a priority from 1 to 9. Sorting the tasks in descending order of priority gave me a clear hint for which task to do now (from 9 to 1). Upon completion, the task was marked as done, which helped me focus on the next task.

Goal setting methods:

6. Seek support. Don't act alone. Staying with your problems alone, you only delay the time to achieve your cherished goal. Consider where you can get help. In fact, you can get it everywhere - on the forum, at work, in the family, among friends and acquaintances, there can always be a person who can help you. In addition, you can find like-minded people: one head is good, but two is better.

Ways of goal setting from the leader.

One of the most important tasks of the manager is to ensure the setting of general goals and private goals for each employee. There are three main ways to solve problems of goal setting.
1. The leader himself determines the overall goal for the entire team and private goals for subordinates, and then issues individual tasks.
2. The leader determines the general and private goals independently, then organizes their discussion and, based on the results of the discussion, independently corrects the goals, formulates and issues tasks.
3. The leader develops a draft of a common goal. Together with employees, he discusses and corrects it. According to his suggestions, the employees themselves develop goals for themselves, and the manager discusses his proposals with everyone. Only after that he discusses with everyone all private goals and approves them.
The way the performer is included in the development of goals, the distribution of work, and the way he receives various tasks, directly affects his motivation. The belonging of the first method to authoritarian style guidance is clear enough. The leader may limit himself to the fact that the general goal is known to him alone, and all the others work on assignments. But he cannot hope that his subordinates will strive for high results.
The leader acting according to the second scenario does something to better motivate his subordinates: the common goal is known to everyone who will work on it, everyone is given a task that is understood and accepted. These moments are very significant from the point of view of motivation. With this method of setting goals, the leader maintains the necessary minimum, at which one can generally count on some kind of interest of subordinates in the work.
The best conditions for motivation are created by the third way of setting goals. It is time-consuming, requires the manager to be able to organize a collective discussion of decisions, and takes a relatively long time. When setting large goals, it is indispensable, as it is able to provide the highest motivation for subordinates. In the course of such joint study and adjustment, any employee is able to more adequately assess all the points that are important for assessing the achievability of the result.
So, the correct procedure for setting goals requires the leader to:
Determine the general and particular goals specifically, that is, so that you can check whether the goal has been achieved or not;
ensure the completeness of the private goals necessary to achieve the general;
ensure that the tasks are understood by the performers;
to achieve the acceptance of tasks by the performers, i.e., the readiness to fulfill them;
highlight the links (internal and external) that need to be controlled and coordinated;
Determine particular goals so that the overall result is as close as possible to what is possible in terms of its usefulness.
It is the connection between private (individual) and general goals, fixed in the course of goal-setting, that can be considered the main motivating condition. To do this, the goal-setting procedure itself must be implemented as a joint work procedure.
If the manager wants the goals to be not only understood by all employees, but also accepted by them as their own, and would have a motivating force, the following rules must be followed:
· Performers should be involved in goal setting.
Don't set goals too far away. The closer the target, the more it mobilizes.
Setting the lungs to achieve goals does not mobilize, but discourages.
· A person is more active and makes more efforts to achieve the goals that he sets for himself. It is necessary to give subordinates the opportunity to formulate their own goals, but be sure to discuss them with them.
· It is impossible to allow non-specific setting of goals, as they are uncontrollable.
The set of particular goals should constitute a common goal.
· If the performer doubts that he can complete the received task on time, you should not resort to the order, you need to understand the source of the difficulties.
· When discussing private goals, it is necessary to agree on all connections, that is, to fix: from whom and what each performer expects in order to do his job. These connections must be controlled and coordinated by the leader.
Control is a necessary function, but most often it causes unpleasant sensations in those who are controlled. Like goal setting methods, control methods can be different depending on the leadership style being implemented.
If the manager has reason not to trust the qualifications or responsibility of one of the performers, he can tightly control him. If he is dealing with a qualified and responsible employee, then strict control here will only harm.

Control options:

1. The leader controls the work of subordinates, always doing it unexpectedly for them. Subordinates know that at any moment their work can become the object of control. He does not discuss with subordinates how they will eliminate the identified shortcomings, believing that this is their problem. Determines only the time for which everything should be brought back to normal.
2. The manager rarely controls the current work of subordinates, especially those who, in his opinion, are doing their job well. When some shortcomings are suddenly discovered, he considers them accidental and is not inclined to apply sanctions to subordinates, but limits himself to asking them not to make similar mistakes in the future.
3. The manager regularly monitors the work of subordinates. At the same time, they are informed in advance about the upcoming control and are invited to prepare for it. The leader is equally interested in both successes and difficulties. Mistakes are not treated as faults. After getting acquainted with the work of a subordinate, the manager necessarily discusses with him what and how to do in order to eliminate the identified shortcomings and difficulties.
The first method can act as an anti-motivator, as it gives the subordinate the impression of distrust on the part of the leader, lowers his self-esteem of abilities. This method can only be applied to those employees whom the manager has reason not to trust.
The second method does not even provide the necessary control component - feedback.
The third control option is the most rational.
Control can and should solve other problems, namely:
Emphasize an attentive, trusting and respectful attitude towards the employee, thereby increasing his self-esteem;
create a positive emotional mood in the subordinate and get away from unwanted in communication emotional tension- resentment, irritation, etc.;
obtain from a subordinate positive attitude to critical remarks, understanding and acceptance of criticism, readiness to correct shortcomings;
Obtain comments from the employee on the organization and working conditions;
determine with the subordinate what, when and how to fix and whether he needs help.
In general, in order to make control more effective, you should follow a number of simple rules that have been tested in practice by many leaders and brought them success:
· Monitoring should be regular and not unexpected. It should not be limited to individual incidents.
· Do not try to control everything, it is better to focus on the most important points.
· No need to use covert controls. In addition to resentment, annoyance and tension in relationships, he brings nothing.
· Controlling, one should try to identify not only shortcomings, but also successes.
· There should be no uncontrolled areas of work.
· The results of the control must be communicated to the subordinate. Negative control results are fruitless if they are not immediately discussed and ways to eliminate deficiencies are found.
· The conversation following the results of the control should be constructive.
It is important that the subordinate really (and not formally) draw the appropriate conclusions for himself.
Control is a necessary function, but most often it causes unpleasant sensations in those who are controlled. Like goal setting methods, control methods can be different depending on the leadership style being implemented.

Aspects relating to the manager's professional goals:

Discuss goals with subordinates. The goal, in the formulation of which the employee takes part personally, becomes, in a sense, his personal goal, and hence the motive. The more subordinates have the opportunity to participate in the selection and setting of goals, the less time and effort it will take to convince them in the future! Goals dictated from above are bad goals, if only because they are "strangers", and each person is interested in his own. Involving employees in setting goals creates a sense of belonging to the company, the importance of which can not be overestimated, not to mention saving the time and effort of the manager.
·
· When developing goals, the following circumstance should be taken into account: short-term goals are much more conducive to internal mobilization than long-term ones. Think for yourself: it's one thing when there are two weeks before the exam, another thing is when it's only one night before it. Therefore, experts recommend breaking down short-term goals into intermediate ones (for example, annual, quarterly, monthly, and even weekly).

· Do not set too many goals. Who takes on everything, often does nothing. The amount of work should be commensurate with the capabilities of the team and your own. It is better to concentrate on a few targets: in this sense, a tit in the hands is preferable to a pie in the sky. Continuing this analogy, I note that in management, a few tits in the hands after a while turn into a crane.

"Step by Step Method of Goal Setting", developed by M. Woodcock and D. Francis. For setting both personal and professional goals. Step one - clarifying the details: analyzing the current situation and answering the question of what you would like to achieve. This requires imagination and a certain freedom from unreasonable restrictions, which in this moment taken for granted by you. Courage in setting goals should not, of course, border on recklessness and loss of a sense of reality.
The second step is to find out the possibilities. Firstly, due to personal characteristics, under the influence of emotions, the leader sometimes may not take some actions that are appropriate in a given situation. An extreme version of this is expressed by the phrase: "I have (had) no other choice." It means that managers do not see or are unable to see all the opportunities available. In order not to go to extremes, you just need to know that the opinion "I had no other choice" is never true. Secondly, if the manager has identified all the real opportunities available to him to achieve the goals, it may turn out that some of them contradict his own values ​​or cause excessive difficulties for those around him. In this case, you will have to decide how acceptable these possibilities are, but in theory they still should not be discounted. The first thing to do to figure out opportunities is to find (install) as many of them as possible, whether you like them or not, whether they fit your ethical principles or don't. A certain number of possibilities can (and should) be eliminated, but it is psychologically correct to do this after all possible actions have been identified. The first step ends with the creation of a list of opportunities to achieve the goal.
Step three is deciding what you need. To implement this step, it is recommended to answer three questions: Which of the personal values ​​are most important to you? How much risk are you willing (and able) to take? How will your decisions affect those around you?
Step four is a choice. In fact, this means that you decide to direct efforts in one (or several) possible directions, abandoning others. Of course, there are no methods that allow you to make an error-free choice from the available options. Choosing the most attractive and promising course of action, you cannot be sure that this is the case. However, some purely psychological points should be taken into account:
Doubts in the selection process are quite acceptable. But if you have made a choice, then act. Clever man doubts before he made a decision, stupid - after.
Step five - clarifying the goal. The goal, formulated vaguely, indefinitely, most often remains a good wish. As you know, the road to hell is paved with good wishes. Often a number of different actions are needed to achieve one goal, and therefore a situation arises when the desired end goal is lost and a person “plunges” into a routine. Mapping logical links between common tasks and specific goals helps to avoid additional and unnecessary efforts.
Step six - setting time limits. Strict time limits must be set for each task (strategic and tactical).
Step seven - control of achievements. In order to keep track of your achievements, it is recommended to take some measure of success as a basis. Objective criteria (measurements) are necessary, even if they require a rigid order. If they are, a person receives some psychological benefits: there is a feedback on the effectiveness of work; on the way to the goal, a feeling of satisfaction arises, and success inspires; in case of failure, an opportunity is created to rethink the chosen strategy and plan new actions.
Ask yourself which of the steps you most often miss or perform poorly, and you will have a basis for reviewing and developing your management skills.
Goal setting model in NLP is based on the idea of ​​a motivating result (a well-formulated goal). Unlike many psychological schools that analyze the causes of failure, NLP asks: "What do you want?"
Conditions for a well-defined 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.
Steps:
1. The goal must be formulated positively. This is a very important point. The goal should not define what is bothering you in life, not what you do not want or what you want to get rid of. The goal should define what you want to get, what you want to have, who you want to become, what you want to achieve.
2. The target must be under your personal control. If the goal is out of your control and its achievement depends not on you or not only on you, then the probability of achieving it is sharply reduced. Achieving the goal should depend only on you. If this is not the case, then the goal should be revised or reformulated.
3. The goal must be represented through the senses. If you can clearly imagine what you will feel, what you will see and hear when your goal is achieved, then the probability of successfully achieving it is very high. If this causes difficulties for you, then the goal most likely needs to be revised or adjusted. The specificity of your ideas is also important here: what exactly do you see, hear and feel? Where exactly? In what quantity? How much exactly? Such clarifications will allow you to make the picture of achieving the goal the most realistic, and the goal itself achievable.
4. The goal must be in a certain context. That is, you should specify: when, where, with whom you want to achieve this goal. The more specific and detailed, the better. Imagine that the goal has already been reached. Where will it take place? When will this happen? Who will surround you? What will surround you? In the process of such concretization, you can discover a lot of new things for yourself and, possibly, make significant changes, both in the goal itself and in plans to achieve it.
5. The goal must be environmentally friendly. That is, the goal must retain all the advantages of the present provision. When building something new, it is desirable not to destroy the valuable and important that already exists. Achieving the goal should not result in significant losses in other areas of life or harm you or someone else. For example, a serious business goal may require prohibitive time resources from you, which in turn can lead to a sharp deterioration in your personal life and negatively affect the lives of people close to you. It suits you? If not, then you need to make the necessary adjustments to your goal.
6. The target must be the right size. It makes sense to break this goal down into several smaller goals. And those, in turn, can also be broken down and eventually come to the size of the goals with which it is most convenient and comfortable for you to work.
7. The goal should include obstacles that may arise on the way to its achievement. That is, you need to foresee at the very beginning what internal and external obstacles you may encounter on the way to the goal. For example, if you have had your goal for a long time, then what prevented you from starting to achieve it earlier? What personal qualities and properties of yours can prevent you from achieving your goal? What obstacles might come your way? Who or what can stop you? Think about it. Of course, at the very beginning it is unlikely to foresee absolutely all the obstacles that you may encounter in achieving your goal, but very many of them can be foreseen. So, you can prepare for them.
8. The goal should describe the resources needed to achieve it. Resources are anything you need to achieve your goal. Consider what resources you will need. What resources do you already have? What resources do you need to find? And where can you find them? How can you do it?
9. The goal should describe the first concrete steps to achieve it. Plan these steps as soon as you have set your goal. What will you do to achieve your goal first? What can you do today? Maybe you can do something right now? It is very important to reinforce the goal setting with the first actions to achieve it. These should be very concrete and tangible steps.
By working well on your goal from the very beginning, you will minimize the difficulties and obstacles that you may have on the way to achieving it, and make it much easier for yourself to achieve your goal. Good luck in setting and achieving your goals!

Trouble avoidance.

What do you want to stop or avoid? - I do not like self-doubt, laziness, inability to answer for myself and what is too important for me, how other people evaluate me.
1. The opposite of a problem.
"What is the opposite of a problematic state?" Determine what is the opposite of the stated problem(s). - I would like to be self-confident, collected, able to be responsible for my own actions, taking into account the opinions of others, but more focused on my own assessment.
2. Who has already done it?
“Who is already able to achieve a desired state similar to yours?” Find people who already have the qualities you want.
- In my opinion, Ivan Stepanych, Rabindranath Tagore and Tarzan have these qualities.
3. With the help of logic.
Use logical thinking and determine what qualities should be present in the desired state. - I would also like to have such qualities as a great capacity for work, a little arrogance, the ability to learn quickly and quickly switch from one type of activity to another. I wanted to be confident that I could achieve my goals and consider myself competent enough to make responsible decisions.
1. Extension.
“What qualities related to your desired state do you already have, and what would you like to do more of?” Determine what you already have and what you need to add. - I already have attention to other people and the ability to achieve the goal. But I would like more self-confidence and just a sense of confidence in difficult situations.
2. "As if".
“If you already had your desired state fully achieved, what would you do, or what else would you do?” What will you do after you achieve what you want? What are your plans? - After I achieve this goal, I would like to start developing such qualities as professionalism and constancy.

Effective ways to set goals:

1. Only certainty. No general terms. Wording such as “I will do fitness”, or “eat more fruit” is not entirely appropriate. It is very important to use measurable concepts - on what day you are going to sign up, how many times a week you will study, what norm of fruits you eat for yourself. Avoid the words "always" or "never". These words often make us quit.
2. Make a plan. Don't wait until "someday". Formulating what you need is really just the first step. Now you need to determine what you need to achieve the goal itself, whose help you will need.
3. Write down and set a deadline. Without setting deadlines, your goals will remain your desires. Deadlines force action and action. Not bad, periodically visualize your goal. Visualization brings the realization of the goal closer, as it identifies it in the mind with something very real and obligatory.
4. Be prepared to fail. There are no perfectly perfect paths to the goal. Successful people understand this and are always willing to take risks. They are not afraid of setbacks and failures because they know that the law of failure is one of the powerful laws of success. You need to learn to treat failure philosophically. Think of them as stages in your growth, as an obstacle to overcome, but in case of a mistake or failure, you should not give up on your dream.
5. Record your progress. It is important to review your progress. This will help determine the pace of your plan, the balance of achieved and not achieved results. It is impossible to keep everything in memory, therefore, writing down all the details, you will not forget anything and systematize the information.
6. Seek support. Don't act alone. Staying alone with your problems, you only delay time to achieve your cherished goal. Consider where you can get help. In fact, you can get it everywhere - on the forum, at work, in the family, among friends and acquaintances, there can always be a person who can help you. In addition, you can find like-minded people: one head is good, but two is better.

Algorithmic questionnaire for the strategic plan:

In order to issue strategic plan, you need to thoroughly and consistently answer a number of questions:
1. Why and why am I (we) doing this?
2. What do I (we) want to achieve ultimately? Whose interests do I (we) affect? Who (what) will be affected by the end result?
3. What are the conditions (what? who? how?) that affect the process of achieving the goal? What are the obstacles? What are the possibilities?
4. What do I (we) do well (what are my abilities) and what do I (we) do poorly (what are my weaknesses)?
5. What should I (we) do immediately first?
6. What should I (we) do in the future?
7. What components of the goal are the most urgent, important, promising, profitable?
8. Which points of the plan will directly help to achieve the goal, and which ones are secondary in terms of the final result?
9. What specific actions can minimize the negative impacts and consequences, and which enhance the positive? Who specifically is responsible for each action? When, where and how should these actions be performed? What (what resources) is needed for this?
10. Are there any components of the goal that are obviously impossible to achieve? Should new goals be set? Wouldn't the new action plan be more realistic and targeted?

Life Planning Method

Think and describe your views in categories:
1. Individual goals:
style, lifestyle, desired image;
spiritual, religious or philosophical position;
economic activity;
· self-education;
Decisions concerning the main work;
the level of physical activity;
· free time, hobby, recreation.
2. Interpersonal goals:
· a family;
· friends;
· personal life;
groups, collectives;
Degree of own leadership.
3. Long term goals:
Selected goals that we would like to achieve in 10, 20.30 years;
What is available now will be remembered with pleasure in 10, 20, 30 years;
· the most important of the most important - the goals that determine the meaning of your life.

psychological method

1. Make a list of what you dream of, who and what you want to become, where to live, what to do, what to have. Focus. Do not limit your imagination, shorten the words. Draw it if you want.
2. Look at this list and decide if the future is near or far. In the first case - think of a perspective, in the second - write down the near future.
3. From 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. Recall a few times when you felt you had achieved success, and what resources you used most effectively then.
7. Write at least one page answering the question:
“What kind of person do I need to be to achieve these goals?”
8. Now write about what is preventing you from achieving these goals now.
9. Draft a detailed plan to achieve 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 5 main areas of life.

Personal
- professional
- social (environment, friends, social status)
- spiritual (internal state, faith, culture)
- health sphere

1. In each of the areas, set yourself a goal. At the same time, the goal is WHAT (or what exactly) I want. And this "WHAT (or what)" should have a vivid image - the brighter, the better.
2. Draw an arrow and work through the steps: “What can I do for what I want?” and write these steps in this drawing.
3. Remember this drawing and look at it every day. 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. Make all five drawings for each sphere, compare them and be surprised. I have not yet seen another reaction in people.
This is a job for many days. After which there is also a periodic adjustment.

Targeting technique.

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.
Day 1.
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.
Day 2
Exactly one day later, return to the sheet and cross out half. Less significant.
Day 3 and beyond.
Rosno will return to the sheet in a day and cross out another half, which will seem less significant.
N day.
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.

Summary

1. Any activity is purposeful.
2. The source of the goal is the need. When the need is not satisfied, a desire appears, the absence of an obvious way to achieve which creates a problem, and then the goal appears as something that will solve the problem.
3. The choice of goal is purely subjective. If a goal is set or exists, then there is always a goal-setting subject whose point of view is reflected in it. The subjectivity of the goal is expressed, on the one hand, by the knowledge and understanding of the reality of the one who sets the goal, and on the other hand, the goal is aimed at satisfying his specific vital needs.
4. It is necessary to distinguish between goals from the standpoint of the subject and the object. The goal from the standpoint of the subject determines the goal of analysis, description, design (creation or reorganization) and management. From the point of view of an object, the goal determines the goal of its functioning (existence), which can be laid down when it is created or formed inside it.
5. The goal can be specific or vague. In the latter case, it is necessary to introduce criteria for assessing the degree of achievement of the goal.
6. Goal-setting faces a number of problems related to objective and subjective limitations, changing goals over time, goal-setting uncertainty, dangers of substituting goals for means and mixing goals, etc.
7. Before formulating the final goal, it is necessary to conduct a study of the problem being solved. In particular, it is necessary to expand the problem to a problematic: to identify and consider problems that are essentially related to the one being studied, without taking into account which it cannot be solved.
8. Well formulated goals should be specific, measurable, achievable, agreed, acceptable and flexible.
9. Significant assistance in goal setting is provided by "trees" of goals and problems. When reorganizing or automating an object, we can recommend building the following chain of "trees": a "tree" of the goals (desires) of the object, a "tree" of the object's problems, a "tree" of the subject's goals. The last "tree" considers possible strategies for solving problems.

Education junior schoolchildren

the action of goal-setting in the classroom.

The relevance of the development of goal-setting techniques in the course of teaching a student is dictated by the Standards: “at the primary education the formation of the foundations of the ability to learn and the ability to organize one's activities is carried out - the ability to accept, maintain goals and follow them in learning activities, plan their activities, monitor and evaluate, interact with the teacher and peers in the educational process.

One of the stages of the modern lesson is goal setting. It comes from the word purpose. What is a goal?

The purpose of the lesson - these are its results, which we plan to achieve using didactic, methodological and psychological techniques.

Target - this is the focus of the student on the implementation of individual actions included in the educational activity.

Target - this is an ideal, mental anticipation of the result of activity. The image of the expected result should be specific, characterized qualitatively and quantitatively, achieved by a certain point in time. Any change, advancement, development of the student is assumed (the formation of his ideas and concepts, views and beliefs, practical skills and abilities).

goal setting - this is the definition of a system of intermediate educational goals and ways to achieve them, "... building a plan for your educational activities," V.V. Davydov believed. The student correlates with each other the actions that he needs to perform, and determines the basis of the learning activity. Teaching becomes not an object, but a subject of activity. The formation of such a position is impossible without awareness and acceptance of the goals of the activity in which the student is involved, which, in turn, depends on how the goal-setting process is organized.

Goal setting process - The process is labor intensive and time consuming. Therefore, the main goal of this process isdesignation andpresentation goals of both parties involved, theiragreement , and if necessary,transformation our goals into their goals.Goal alignment that the teacher is able to translate learning goals for the purposes of the student.

Skills to be taught to students:

Selection of goals corresponding to the objectives of this lesson.

Acceptance and understanding of the goal set by the teacher; holding, maintaining the goal of the teacher for a long time, subordinating his behavior to it, “rethinking” the goals of the teacher, accepting the goal of the teacher for himself by the student, “imposing” it on the experience of his own own life.

Self-setting of goals, in connection - the ability to mentally imagine the goal before the start of the goal, its formulation.

Choosing one goal from several others and justifying the choice

Determination of the reality, attainability of the goal, correlation of the goal with one's capabilities, replacement of unrealistic goals with real ones.

Active verification, clarification of goals.

Determining the sequence of goals, because sometimes it is important to achieve goals only in a certain order.

Definition of important and secondary goals.

Determination of time and effort to achieve goals.

Delivery of new goals, taking into account the level of achievement of previous goals, i.e. previous results of the implementation of educational activities.

Setting forward-looking goals.

Realization of the set goals, choice of means and ways to achieve the goals, overcoming obstacles on the way to their achievement.

Setting non-standard, non-stereotypical original goals (creative)

All these skills are different, but it is difficult to do without them, because they underlie the ability of schoolchildren to set goals.

It is conditionally possible to distinguish three types of goal-setting.

goal setting

Free Rigid Integrated

With free goal-setting, the teacher develops goals, objectives, a program of action together with students in the process of communication, joint reflection and search.

With strict goal-setting, goals, objectives and a program of action are given to schoolchildren from the outside. But the teacher explains the usefulness of solving the problem for human life, for the further activities of children, shows the attractiveness of the prospects as a result of solving this problem.

With integrated goal-setting, the tasks in the lesson are set by the teacher, but the ways to solve them are determined in the process of joint search.

There are several types of learning goals.

Educational goal setting

Perspective Thematic Lesson Current

Thematic goal setting held at the beginning of a topic. A joint definition of goals and objectives for the whole topic is possible in the first lesson.

For example, literacy, grade 1, PNSh.

The theme is "vowels of letters". I used the alphabet and the sound bar. All letters and sounds in it were closed. The vowels were marked with a specific sign (O). We recall into which groups the sounds and letters are divided. How to distinguish them? We assume which group we will study first. I bring the guys to the fact that we will study vowels. Why? I’m talking about the fact that I allowed myself to mark the vowels in the sound column, which we will study in this topic. We count how many there are. We estimate how many lessons will be required. What will be our goal? What's the task in class today? ….

The world 1 class PNSh. I allowed the textbook to be divided into topics in order to use this type of goal setting. Those turned out to be five.

We get to know the world.

Autumn.

Winter.

Spring.

Our Motherland is Russia.

We find the first topic. Reading students can read them or the teacher reads. What can we learn from this topic?

Lesson of literary reading in the 2nd grade. School of Russia.

About our smaller brothers

B. Zakhoder "The pussy is crying in the corridor ...", and Pivovarova "Once upon a time there was a dog."

V. Berestov "Cat's Puppy"

M. Prishvin "Guys and ducklings"

E Charushin "A terrible story"

B. Zhitkov "The Brave Duck"

V. Bianchi "Musician"

V. Bianchi "Owl"

Check yourself!

Read the topic that we will start studying in the lesson.

Do you have any questions on the topic?

Who are our little brothers? (Children suggest that younger brothers and sisters)

Guess what any piece will be about.

Everyone is interested, I want to know if they guessed correctly. There is a desire in the children, which means that there is a cognitive interest, without which the learning process is extremely difficult.

Here is another example, leafing through the textbook, the guys see new concepts in the text, new icons, new words. It's all subject matter. They set themselves the task of finding out.

lesson goal setting used in every lesson. Through the topic of the lesson, the guys set the goal of the lesson, and then go to the tasks of the lesson.

Russian language lesson. Lesson topic: Lowercase letter r.

Purpose: to learn how to write the lowercase letter r. Where do we start?

Find out what elements a letter consists of.

Find out where we start writing it.

Understand the most difficult element of the letter.

Remember connections with this letter.

Learn to write words with this letter.

Learn to use words with this letter in sentences.

At first it takes a lot of time, and then the guys learn the algorithm and can work independently. There is still time for individual consultations.

In a mathematics lesson, I use this technique: together with known numerical expressions, I give the unknown (for a new counting method)

5+3 5+4 5+8

5+7 5+9 6+7

Which example caused the problem?

Did everyone manage to solve it?

Why?

Children set themselves the goal of the lesson.

At the lesson of literary reading on the board, the name of an unknown author is among those that are familiar to children. They find it and set the goal of the lesson. In the first grade, you can use interesting unusual words from the texts of the work. For example, Pudik, hunting, God's world, mother, chiv, wingless. Children assume what the work will be about. Formulate the purpose of the lesson: to get acquainted with a new author and his work.

Likewise in the Russian language class. Among the known concepts, I insert a new one: words - objects,words are signs words are actions. Children quickly identify it and set the goal of knowing what words we can call sign words.

The current goal setting is used when performing a single task. What skill produces the task: solve the problem. Ability to understand and solve problems. What tasks do we set for ourselves?

Understand the task.

Imagine her. Make a diagram (model).

Select the desired action.

Write down the solution.

Write down the answer.

Check the task.

P lesson

At the beginning of the lesson As the assignment progresses At the end of the lesson

Types of lesson goal setting:

At the beginning of the lesson

Special design of the classroom, which will attract students to the problem and allow them to formulate the topic, goals and objectives of the lesson;

Performing preliminary homework (observation, talking with parents, interviewing a specialist, interviewing eyewitnesses);

Conducting a study by a group of children who, in the course of it, revealed a problem related to the study of a particular topic;

Reading a book, watching a TV show and formulating questions that aroused the interest of students;

Statement of a problematic issue, the solution of a specific problem and the search for the scope of its action in life;

Reporting conflicting information about the studied phenomenon

As the tasks progress

Set a specific task for each exercise in the Russian language and each number in mathematics;

By literary reading specific task before reading the work (primarily, again ..);

Individual problems of children can be solved when the student himself sets an individual task.

At the end of the lesson (after summing up the lesson: what have you learned, what else you need to know).

Collective analysis of the lesson. (What did you learn new? What did you learn to do? What will be useful in life? What would you like to learn more about after today's lesson? What caused difficulties in studying the topic? What was learned poorly and requires further explanation?)

Collective discussion of further work. (What is the best thing to do in the next lesson? How will we distribute the work in the next lesson?)

Reflection. (What did I learn well? What difficulties did I experience in class? What do I need to do to be successful?)

Goal setting can be further divided into the following groups:

goal setting

Group Individual

In my practice, I use all types of goal setting, it is quite obvious that the most effective, optimal for the formation of the subjective position of a student is free goal setting. Unfortunately, this is not always possible. Depending on the specifics of the subject, the content of the material being studied, the preparedness and abilities of students, different types goal setting. But you can always ensure that there is a cognitive interest, and the child himself wants to study. cognitive activity. In this regard, it is necessary to involve students in the goal-setting stage. Realizing the goals of the lesson, formulating the task for himself, the student sees the meaning of his learning activity. Having solved the task, he sees the significance of his activity in the present and future life. Going to the next lesson with a great desire to achieve the goals that will be set in a joint activity with the teacher.

The main characteristics of the goal today are

concreteness

attraction / attraction

reachability

Tasks for each stage of the lesson should follow from the general (leading) goal of the lesson. When formulating tasks “from the student”, the expediency, the benefits of any activity are carefully thought out. There is an opportunity to differentiate, personally orient goals.

Each stage, each minute of the lesson should be subject to progress towards the result that is planned in the main goal.

Goals should be:

Diagnosable. Diagnostic goals means that there are means and opportunities to check whether the goal has been achieved. Measurability criteria are qualitative and quantitative.

specific.

Understandable.

Conscious .

Describing the desired result .

Real.

Motivating (to encourage action) .

Accurate. The goal should not be vague. You should not use such vague expressions as "learn", "feel", "understand".

To set learning goals, it is recommended to use verbs that indicate an action with a specific result.:

"choose",

"call"

"define"

"illustrate"

"write"

"transfer",

"execute"

"organize"...

The lesson should also have a developmental goal. Development goals

contribute to: the formation of a commoneducational and special skills; improvement of thoughttelnyh operations; development of the emotional sphere, monolological speech of students, question-answer form, dialogue, communicative culture; self-control andself-esteem, and in general - the formation and development of personality.

For example:

learn to compare

learn to prioritize

learn to build analogies,

develop an eye

develop fine motor skills,

develop the ability to navigate in a notebook, textbook.

In order for the goals of the teacher to become the goals of the students, it is necessary to use goal-setting techniques that the teacher chooses. All goal-setting techniques are classified into:

1. Visual:

Topic question

Work on the concept

bright spot situation

Exception

conjecture

Problem situation

Grouping.

2. Auditory:

Lead-in dialogue

Collect the word

Exception

problem from the previous lesson.

Some goal-setting techniques

Topic question

The topic of the lesson is formulated in the form of a question. Students need to build a plan of action to answer the question. Children put forward many opinions, the more opinions, the better the ability to listen to each other and support the ideas of others is developed, the more interesting and faster the work goes. The selection process can be led by the teacher himself in the case of subject-subject relations, or by a selected student, and the teacher in this case can only express his opinion and direct the activity.

For example, for the topic of the lesson "How do adjectives change?" made a plan of action:

Review knowledge about adjectives.
2. Determine with which parts of speech it is combined.
3. Change a few adjectives along with nouns.
4. Determine the pattern of changes, draw a conclusion.

It formulated specific learning objectives.

Work on the concept

I offer students the name of the topic of the lesson for visual perception and ask them to explain the meaning of each word or find it in the "Explanatory Dictionary". For example, the topic of the lesson is "Conjugation of verbs". Further, from the meaning of the word we determine the purpose of the lesson. The same can be done through the selection related words or through a search in a compound word for word-component stems. For example, the topics of the lessons "Phrase", "Rectangle".

Bright spot situation

Among the many objects of the same type, words, numbers, letters, figures, one is highlighted in color or size. Through visual perception, attention is focused on the selected object. The reason for the isolation and generality of everything proposed is jointly determined. Next, the topic and objectives of the lesson are determined.

For example, the topic of the lesson in grade 1 is "Number and number 6".

grouping

I suggest that children divide a number of words, objects, figures, numbers into groups, substantiating their statements. The classification will be based on external signs, and the question: "Why do they have such signs?" will be the task of the lesson.
For example: the topic of the lesson "Soft sign in nouns after hissing" can be considered on the classification of words: ray, night, speech, watchman, key, thing, mouse, horsetail, oven. A math lesson in grade 1 on the topic "Two-digit numbers" can be started with the sentence: "Divide the numbers into two groups: 6, 12, 17, 5, 46, 1, 21, 72, 9.

Exception

First view. The basis of the "Bright Spot" technique is repeated, but in this case, children need, through an analysis of the common and different, to find the superfluous, justifying their choice.

For example, the theme of the lesson is "Wild Animals".

conjecture

1. The topic of the lesson and the words "helpers" are proposed:

Let's repeat
Let's study
Learn
Let's check

With the help of the words "helpers" children formulate the objectives of the lesson.

Problem situation (according to M.I. Makhmutov).

A situation of contradiction between the known and the unknown is created. The sequence of application of this technique is as follows:
– Do-It-Yourself Solution
– Collective verification of results
– Identification of reasons for discrepancies in results or implementation difficulties
- Setting the goal of the lesson.
For example, for a math lesson on the topic "Division by a two-digit number" for independent work I offer a number of expressions:

12 * 6 14 * 3
32: 16 3 * 16
15 * 4 50: 10
70: 7 81: 27

2. Auditory:

Lead-in dialogue

Collect the word

Exception

problem from the previous lesson.

Lead-in dialogue

She asked me to draw a segment, a broken line, a straight line, a quadrilateral. At the update stage educational material there is a conversation aimed at generalization, concretization, logic of reasoning. I lead the dialogue to something that children cannot talk about due to incompetence or insufficient justification for their actions. Thus, a situation arises for which additional research or action is needed. A goal is set.

Collect the word

It is through a crossword puzzle that a key word is revealed in the lesson, a word is made up of letters, a text is assembled from sentences ...

Exception

Reception can be used through visual or auditory perception.

Second kind. I ask the children a series of riddles or just words, with the obligatory repeated repetition of riddles or a proposed series of words.

Analyzing, children easily determine the excess.
For example, the world around us in grade 1 on the topic of the lesson "Insects".
- Listen and memorize a series of words: "Dog, swallow, bear, cow, sparrow, hare, butterfly, cat."
What do all words have in common? (Names of animals)
- Who is extra in this row? (Out of many well-founded opinions, the correct answer will definitely sound.) The learning goal is formulated.

The problem of the previous lesson

At the end of the lesson, the children are offered a task, during which there should be difficulties with the implementation, due to lack of knowledge or lack of time, which implies the continuation of work in the next lesson. Thus, the topic of the lesson can be formulated the day before, and at the next lesson it can only be recalled and justified.

It is easy to see that practicallyall goal-setting techniques are based on dialogue, so it is very important to correctly formulate questions, to teach children not only to answer them, but also to come up with their own.

The goal should be written on the board. Then it is discussed, and it turns out that there may be more than one goal. Now you need to set tasks (this can be done through the actions that will be performed: read the textbook, make notes, listen to the report, make a table, write out the meanings of words, and so on). Tasks are also written on the board. At the end of the lesson, it is necessary to return to this record and invite students not only to analyze what they managed to do in the lesson, but also to see if they achieved the goal, and depending on this, homework is formulated.

Mandatory terms of use listed techniques is:

– taking into account the level of knowledge and experience of children,
– availability, i.e. solvable degree of difficulty,
– tolerance, the need to listen to all opinions, right and wrong, but necessarily justified,
- all work should be aimed at active mental activity.

Goal-setting techniques form a motive, a need for action. The student realizes himself as a subject of activity and his own life. The goal-setting process is a collective action, each student is a participant, an active worker, everyone feels like a creator of a common creation. Children learn to speak their mind, knowing that it will be heard and accepted. They learn to listen and hear the other, without which interaction will not work.

It is this approach to goal setting that is effective and modern.

The goal is a conscious, verbalized anticipation of the future result of pedagogical activity. The goal is also understood as a formal description of the final state given to any system.

There are various definitions of purpose in the pedagogical literature:

a) the goal is an element of the educational process; system-forming factor;

b) the goal (through goal setting) is the stage of managerial activity (self-government) of the teacher and pupil;

c) the goal is a criterion for the effectiveness of the system, process and management of education as a whole;

d) the goal is what the teacher and the educational institution as a whole strive for.

Teachers are responsible for the correctness, timeliness and relevance of the goal. An incorrectly set goal is the cause of many failures and mistakes in pedagogical work. The effectiveness of the activity is evaluated primarily in terms of the goal set, so it is very important to determine it correctly.

In the educational process, not only the goal itself is important, but also how it is defined and developed. In this case, it is necessary to talk about goal-setting, goal-setting activities of the teacher. The goal becomes the driving force of the educational process if it is significant for all participants in this process.

cessa, appropriated by them. The latter is achieved as a result of pedagogically organized goal-setting.

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.

Scheme 3

2) Reality, i.e. setting and justifying 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) the implementation of links 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 involvement in the goal-setting process of all participants in the activity.

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

The study shows that if goal-setting activity is organized and permeates the entire pedagogical process, then children develop a need for independent goal-setting at the level of group and individual activity. Schoolchildren acquire such important qualities as purposefulness, responsibility, efficiency, they develop predictive skills.

Goal setting is the selection of either one or several goals with the definition of parameters of permissible deviations to control the process of implementing ideas. Often, of course, as a practical awareness of one's own activities by an individual from the standpoint of setting goals and their implementation (achievement) by more profitable means, as the best control over the time resource determined by the activities of the subjects.

Goal setting is a kind of primary stage of management, which involves setting the main goal or a set of goals corresponding to the purpose, strategic instructions (strategic goal setting) and the nature of the tasks to be solved.

Goal setting process

The concept of goal setting is used to name short training sessions that study planning systems, time resource management methods, the result of which will be the achievement of: the ability to plan working time, taking into account the immediate (distant) prospects and the importance of the tasks set; ability to identify optimal solutions; ability to set goals and achieve them.

The process of goal-setting is the starting point in any activity of individuals, since there simply is no goal outside of activity. The principles of goal setting are used in almost all areas of activity.

There are 10 essential moments of the goal-setting process.

1. Unconscious needs underlie any activity. A need is an objective need for something. Needs are often imposed on subjects, that is, they exist independently of the will of the individual. So, for example, a person must breathe, drink and eat in order to live. As a basis, you can take Maslow's hierarchy of needs - from the lowest to the highest.

2. Usually a perceived need is a motive. However, since the individual in the process of life comprehends many different needs, the unified motivational system of the subject is defined as rather complex, contradictory and partially conscious. In psychology, there is a phenomenon called the struggle of motives. This means that motives have a hierarchical system of significance and compete with each other. The most significant or winning motive is the goal. The components of the motivational process are motivations, that is, conscious arguments that prove and explain the significance of the motive.

3. The goal is an objectified desire, that is, the individual's understanding of what he wants. This is a flawless image that distorts reality. As an ideal image, she is quite complex comprehensive education, which consists of their formulations, arguments, forecasts and expectations, fantasies, conjectures, etc. Today, the goal is understood as a conscious and rational phenomenon, but one cannot ignore the emotional-figurative roots that affect how it will be realized.

4. Internal potential prediction mechanisms are used to select the target. For staging, an event with more a high degree subjective probability.

5. The real result with the goal as an internal image and subjective prediction always diverge.

6. The image of the process of achieving the goal and the idea of ​​the resources expended are always included in the image of the goal. Planning is a conscious analysis (clarification) and a written fixation of the steps to achieve the goal and the required resources.

7. Ideas about the ongoing processes and expended implementation resources will always diverge from what is available in reality. Even the most ideal planning combines some errors that have to be corrected in the process.

8. The more clearly and clearly the goal is realized and presented, the more intense the motivational processes for achieving it, as well as the more active in achieving the result.

9. The more intense the motivation at the beginning, the more the subjective potency of the goal will be distorted.

10. In psychology, there is a fairly well-known law of motivation, which is called the goal gradient. It lies in the fact that the closer the individual comes to the result, the more intense the strength of motivation, as well as the activity of activity.

The goal-setting process is quite lengthy and complex. Its complexity lies in the need to transform unconscious desires into a clearly and distinctly formulated goal, in building in the mind a plan of the necessary actions and resources to achieve a result. And the duration of goal-setting is determined by the fact that it does not end only with the choice of a goal at the beginning of the activity. In the course of activity, many inconsistencies appear between the image and the existing results.

The foundations of goal-setting are the key to the realization of desires and ideas.

Goals and goal setting

A goal is what a person seeks to achieve, an object of aspiration, a desired outcome, something that is desirable to realize, but not necessarily achievable.

The goal in philosophy means the idea that the individual seeks to realize. It appears to be a product of conscious activity and will, a subjective form of volitional motivation, but similarly to internal mental phenomena, the concept of goal is transferred to the external objective world.

The goal is an ideal internal anticipation of the results of the activity and the possibilities of achieving it with the help of certain means. So, the goal is interconnected with the aspirations and desires of the individual, with intentions, with ideas of the future, with consciousness and will. That is, it is the basis for any action, deed, and will also be its end result.

Goals are ranked in three levels:

• The first level is the operational goal. These are momentary, everyday goals that are subordinate in relation to tactics. They are rarely defined on their own; rather, they are the concretization of actions in achieving tactical goals.

• The second level is tactical goals. They go beyond the strategic guidelines. Tactical goals specify components such as their value. They, in fact, are steps and tasks that are aimed at achieving the goals of a strategic nature.

• The third level is strategic goals. They are the most significant among other life goals. They determine the path of life progress of a person, a group of people or an organization as a whole. The life of an individual in all its manifestations and life steps determine the strategic goals. They are the guiding factor of any activity.

The nature of personality formation and its variability reflect the properties of goals. These include: depth, their consistency, plasticity, correctness.

The depth of goals lies in their impact on different areas of life and the level of such influence. This property characterizes strategic goals. The degree of interconnectedness and influence on other goals is determined by such a property as consistency.

Over time, any goals undergo transformations - plasticity is responsible for this. Due to the fact that values ​​are formed gradually, the goals of a strategic nature are also undergoing changes.

Consistency between tactical goals and strategic values-goals is determined by such a property as the correctness of goals. The main characteristic feature of goals is their individuality. Even if they are called the same, each person has certain personal values ​​and subjective meanings for their goals.

Goal setting is the process of setting goals. This process is a kind of creativity. And the higher the level of the goal, the more creative process. At the operational and somewhat tactical levels, the goal-setting process has more to do with analytical thinking and logic, then at a strategic level it is associated with creativity and synthetic thinking.

In order for the goal-setting process to be successful, an individual must know himself well, his leading motives and values, must be creative and strong-willed, and have a good imagination. Structured thinking and logic also play a huge role.

In a general sense, goal setting is a skill that can be trained with proper practice.

The meaning of goal-setting is the manifestation of the existential essence of the individual, i.e. it is a process of actively working out reality. This is one of the basic needs of the individual. Goal setting is aimed at increasing energy levels. This is a powerful self-motivating factor. Goal setting minimizes or completely eliminates the level of anxiety and reduces uncertainty.

But the refusal to set goals can be associated with intrapersonal conflicts, with fears that are caused by the experience of setting goals without achieving them, with a lack of information about personal potential, resources for their movement and achievement.

The principles of goal-setting, developing the structure of goals lie in consistency and interconnection.

Planning and goal setting

The most important things for an individual who strives to achieve success in life are planning and goal setting. After all, to achieve the goal means to win. Successful subjects win, unsuccessful ones try to win. This is the essential difference between targeted and non-targeted actions. First of all, goal setting is a goal that needs to be achieved. It follows from the needs, acquires motivation, and then work directly on the achievement takes place.

The need for goal-setting and the formation of plans for the implementation of such goal-setting is the basic need of the individual, which distinguishes man and society from animals.

Happiness and satisfaction with the life of an individual depend on competent goal setting.

Luck is a process characterized by regularity, and it begins with a plan. Success can be achieved much faster if there is a strategic plan. In personal strategic planning, goal setting most fully reveals its potential.

Strategic subjective planning contributes to:

• determining the most important directions, finding the purpose and meaning of life;

• making positively charged decisions and improving the future;

• focusing on what really matters;

• achieving the highest results in the shortest possible time;

• a significant increase in the level of productivity of their own actions;

• enjoying a more complete balance, freedom and money;

• elimination of fear, anxiety, uncertainty and doubt;

• more effective use of their own skills and developments;

• improving overall calmness and quality of life;

• more production, which ultimately leads to greater results.

Strategic goal setting is based on the fact that the life of individuals cannot go according to the plan if the plan itself does not exist.

The process of setting goals is inextricably linked to the hierarchy of needs. Maslow's Hierarchy of Needs was created without considering the breakdown according to the levels of its probabilistic implementation. They themselves are expressed in general forms and only in a specific internal interconnection. It follows that the satisfaction of a need of one level can completely close the question of this need. This means that this need will not receive any further development. The movement is directed from the satisfaction of the needs of one level to another. That is, the satisfaction of material needs precedes the need for personal development. However, as practice shows, the satisfaction of one material need entails the emergence of other material needs, and does not necessarily give rise to a need for development.

Thus, Maslow's pyramid can be viewed from the position of a twofold direction of movement, i.e. satisfaction of the needs of one level in the future leads to movement in two directions: the satisfaction of the needs of the same level or the satisfaction of the needs of the next level.

It is this bi-directional movement that is at the heart of goal setting—setting out what needs to be done and planning.

At the same time, goal-setting implies the fulfillment of two tasks. The first is to close the current level of the pyramid and move to the next more high level. The second is to move to a need that is at the analogous level of the next pyramid.

The same situation is with planning: what should be done to move to the next level, and what actions need to be done in order to move to the same level of the next pyramid.

Strategic planning is a systematic, consistent and logical process, which is based on rational (reasonable) thinking. Along with this, it is also the art of forecasting, choosing alternative solutions and research.

Generalized goal-setting, depending on the levels of the pyramid, involves the clarification by a certain person of his own tasks according to the corresponding levels. For goal-setting, the concretization of the actions of individuals and the planning of movement are implemented.

goal setting lesson

In scientific works, the following definitions of goals are most widely used: an anticipated outcome of an activity, an objective reflection of the future, an individual image of the desired, which is ahead of the reflection of circumstances in the mind of the individual.

In education, the goal is understood as the expected result, i.e. an educational product that needs to be real and specific.

Goal-setting today is the problem of the modern lesson. The foundations of goal-setting are the most important element in achieving successful activity. After all, the way to achieve them and the final outcomes depend on how well the goals are formulated and concretized.

The essence of the problem lies in the substitution of the goal, the formal approach, inflated goals, setting the teachers' own goals.

The substitution of goals lies in the fact that teachers often feel moral satisfaction from what students do in the classroom, and not from the results of the lesson. There is a substitution of learning goals for means of achievement.

The formal approach lies in the vagueness and uncertainty of the goals formulated by the teacher, which leads to a misunderstanding of these goals by students and the teacher himself.

Overestimated goals are, depending on their scale, global and local. Usually, a lesson sets a global goal that cannot be achieved in one lesson. A goal associated with a particular lesson is called a local goal.

Setting personal goals by teachers leads to the fact that students do not set goals on their own, as a result of which they get bored in the classroom.

Goal-setting in pedagogy implies the process of discovering the tasks and goals of subjects educational activities(students and teachers), their disclosure to each other, coordination and achievement.

A goal is what one strives for, what needs to be realized. In the lessons, teaching, personality-forming and educating goals are set. They must be diagnosable (i.e., verifiable using certain means), specific, understandable, conscious, describing the desired result, real, motivating, accurate.

It follows that the goal of the lesson is its outcome, which is planned to be achieved through the use of didactic, methodological and psychological techniques.

Learning objectives contain the acquisition of knowledge, practical skills and abilities by students.

Educational goals contribute to the development of a positive attitude towards the knowledge system and the learning process itself, the formation of beliefs, ideas, positions, properties and qualities of a person, self-esteem, independence, and the acquisition of experience of normal behavior in any society.

Developing goals (formative) contribute to the formation of special and educational skills, the improvement of thought processes, the formation of the emotional sphere, dialogue, monologue, communicative culture, the implementation of self-esteem and self-control, and in general the development and formation of the personality of the individual.

Goal setting organization

Today, one of the most important problems of today's society is the problem of personal formation. That is, the development of a personality that is not only able to survive in rapidly transforming economic and social circumstances, but also actively influence the existing reality. The main place among the description of the properties of such a person is occupied by a rather relevant ability, which consists in independently setting goals and achieving them using the most appropriate and adequate means. However, along with this, the problem of mechanisms and factors for the formation of goal-setting in the processes of ontogenetic development of the personality in psychological science practically undeveloped.

There is no doubt that an individual is not born immediately with a ready-made ability for individual goal-setting. In the process of subjective development, the formation of goal-setting goes through a number of specific stages. The baby has great potential, but he does not know how to do anything. It is only in the first year of life that he begins to master his body, develops hand movements through manipulations with various objects. And the adult at this time, helping to carry out such manipulations, acts for the baby as a partner for common activities.

By the end of the first year of life, children have actions due to purposefulness, and the ability to find and apply certain means to achieve results is formed. That is, the objective actions of the kids become aimed at obtaining some desired result. As individual experience accumulates, objective actions, built one after the other, begin to become more complex. The motive of such activity belongs to the child, but the goal belongs to the adult.

The development of goal-setting is due to the special role of adults as partners of the child in collective activity, which ensures everything the necessary conditions to form its probable possibilities.

Today, various methods, techniques and methods have been developed that develop the ability to set goals and contribute to isolating the true goal from all the “I want”.

Goal setting training is aimed at developing goal setting skills in various areas of life, helping to understand the choice of fundamental goals and determining ways to achieve them, technology, principles and the development of goal setting in general. Goal-setting training teaches the rules for setting goals, SMART technologies, helps to set priorities using situational analysis, etc.

Goal-setting methods and goal-setting techniques allow you to create effective motivations and good internal states for moving in the right direction, meeting the needs of the individual.

Goal setting technology

So often the question of why individuals do not achieve their goals is intertwined with another - why, instead of the expected result, they get a completely different one. The goal-setting methods that exist today focus mainly on the technology of achieving goals, while not paying enough attention to the main questions: under what circumstances will the value of the formulated goal be preserved, how correctly it should be formulated, how to understand the consistency of the opportunities that are available and the set goal.

The technology of goal-setting lies in the assimilation of the fact that goals differ from dreams and desires in that they contain the image of the desired future in conjunction with the focus on activities to achieve such a future. Goals involve personal efforts, risks, will, however, in addition to this, there is also a calculation of the potential for their achievement. The main mistake in the implementation of the formed goals is an insufficient assessment of the available resources.

A truly successful and successful subject must master the ability to correctly set goals. Knowing the purpose of your own life, you can begin to set short-term goals, for example, for a month, a year or three years.

SMART methodology is designed to help formulate them correctly. Today it is considered the most effective among other methods.

So, goals should have the following characteristics: specificity (Specific); measurability (Measurable); reachability (Achivable); focus on a specific result (Result-oriented); ratio with a certain period, a temporary resource (Timed).

Concreteness (definiteness) lies in the distinctness of the wording. It must be clearly expressed. Otherwise, it is possible to achieve an end result that is significantly different from the planned one. The accuracy of expressions determines the clarity of actions. And this, in turn, is an indispensable condition for their correct execution.

Measurability is the impossibility of tracking the achievement of a result if there are no certain measurable parameters.

The achievability of the goal lies in the fact that they are used as an incentive in solving any problems, therefore, for further movement forward due to the achievement of success. When formulating goals, it must be taken into account that it should under no circumstances lead to an increase in stressful situations in one's own life. It is necessary to formulate relatively complex goals that require effort, but it must be taken into account that they must necessarily be achievable.

Objectives should be characterized in terms of the result, not the work done. With goal setting, the most effective result is achieved in this way. For example, it is possible to define and express a goal that an individual arrives at work an hour earlier, but if the expected result of such an action is not defined, then an extra hour can be spent simply drinking coffee with colleagues and chatting.

Absolutely any goals should be correlated with a certain period of achievement. This means that the goal as a real category must be feasible in a specific time dimension.

For example, “to build a house” is an illiterately formulated goal, and “to build a house by the end of this year” is a more competent wording if the house is not built by the end of the year, therefore, the goal remained unfulfilled, that is, not realized.

Also, perseverance, luck and the use of visualization techniques and the materialization of thoughts help in the implementation of goals.

Mastering the art of competent goal setting is important enough, but it is not fundamental in obtaining the desired result. For the implementation of the goals, an important factor is that they should not be postponed until tomorrow, next month or next year. Everything needs to be done today according to the plan. In addition to the correct formulation of goals, you need to regularly analyze and record all your achievements. After all, tracking results is an inexhaustible source of inspiration and creativity for new deeds and victories.