Wednesday 8th January

17:25 – 18:10
Workshop
Using a reflective goal setting approach to develop ‘softer’ skills
Dr Cheryl Travers , Dr Ray Randall, School of Business and Economics, Loughborough University

Maximum Capacity 16

Summary
Organisations require a range of interpersonal skills in employees. Our research devised a reflective goal setting methodology and has vast possibilities for developing ‘softer’ skills. The workshop will coach attendees on using reflective goal setting with a wide range of skills and behaviours not usually targeted by goal setting theory. Attendees will benefit in terms of their own personal goals, and when coaching others, within organisations and those seeking to improve their employability.

Abstract

Proposed workshop duration

This workshop could be offered in 40 mins, but would be best with an hour to an hour and a half to enable lots of practice. This will depend on the knowledge of those attending, in terms of familiarity with the relevant theories. It would be better if those attending have some working knowledge of goal setting theory (Locke & Latham 1990, 2013) and theories of Reflection (e.g. Gibbs, 1988)

Structure of the session

It is proposed that the workshop will have five key sub-sessions:

1)An introduction to the workshop, aims and objectives.

2)A brief summary of models of goal setting, reflection and the use of diaries as employed by the workshop leaders in their research and work

3)Illustrations of our uses of reflective goal setting methodology and cases from practice. This will include showing the impact of theory, coupled with practical approaches, in terms of aiding self awareness and personal development, particularly with interpersonal ‘softer’ skills.

4)Attendees will be given the chance to work together in small groups (groups of 3 best) to devise all aspects of goals – theoretical basis, practical techniques, goal statements and key measurement indicators - for particular behaviours requiring change that they may be presented with, by clients for example.

5)Summary of main insights gained from the workshop and transfer of learning to practice

Numbers of attendees

It would be useful to get the attendees to work n groups of 3 or 4 max, and so anything divisible by that. Depending on the facilities room wise/layout etc, a min of 9 and a max of 24 would be ideal.

Physical requirements

The ideal layout of the room would be small islands to sit 3 or 4, or groups of 6 to split into two groups of 3. We would require a data projector for slides and a flip chart, plus pens and paper for attendees to use when formulating goals. We will provide flash cards with critical behaviour scenarios for attendees to reflect on and suggest goals. We will also provide copies of articles we have written on the process.

Learning objectives and outcomes

By the end of the workshop attendees will have:

  • Had a whistle stop refresher tour of goal setting theory and reflection
  • Obtained a clear understanding of what we refer to as reflective goal setting
  • Gained insight into how these key theories can be translated into practice regarding key interpersonal skills
  • Considered other theories and models that may support the development of specific interpersonal skills (e.g. social comparison theory)
  • Been introduced to the use of a reflective diary methodology
  • Put what they have learnt into practice with some applied examples whilst working in small groups
  • Gained practical skills into the use of reflective goal setting with interpersonal skills development
  • Be better able to set own goals or support others in setting goals at work or seeking to enhance employability

Specific learning will include: Goal Setting Theory, models of Reflection, with brief summaries of other selected interpersonal skills-related theories (e.g. social comparison theory, transactional analysis, MBTI) and practices (e.g. Johari Window, Social Mirror, Visioning, Role models etc)

Input will also address the use of a reflective diary methodology.

Teaching and Learning Methods Used

Some chalk and talk, but mainly interactive, with audience contribution, and working in small groups to devise goals for selected behaviours. These will be provided by the workshop leaders in the form of flash cards etc. But a group could choose to work on a goal area of their choice.

Target Audience

The workshop leaders are both Occupational Psychologists working as senior lecturers/academics in a Business School. Both are driven by the practical application of theory, and evidence based learning. They both design and run skills based modules and carry out consultancy within organisations. One is the Director Of Executive Education in her Business School, and so is focussed on the practical application of her work to industry.

We envisage, therefore, that the workshop will be suitable for similarly focussed academics and teachers of Occupational Psychology, as well as practitioners in the field of personal development and CPD. It would also be useful for anyone considering their own development.

It may also help some researchers consider ideas for future research, especially in terms of creative data gathering approaches.

This workshop is a good example of the reciprocity of theory into practice, and practice informing theory.

Level of Expertise Required: None really, other than a basic knowledge of goal setting theory and reflection ideally.