There is nothing more contrary to reason and nature than chance.
Marcus Tullius Cicero
And God stepped into the void. And He looked around and said - I am alone. I will create a world for myself.
Johnson J.W.
As we have already found out, any movement of any living, and especially intelligent, creature is behavior that has a goal. There is no such thing as aimless behavior. A person does not make a single movement without pursuing one goal or another.
The reason for this is obvious, because. the source of any goal is need. Every person has needs, and the goal is to satisfy them.
Thus, the goal is the beginning, content and completion of any movement. A simple and understandable thought follows from this: from a practical point of view, for any person there is nothing more important than the Goal.
Actually, this fact is directly reflected in the work of our brain. The latter is always busy with the same process - the ideal creation of the future, i.e. goal setting. There is no need for us to force our brain to set goals and objectives, it is already busy with just that.
Everything is simple and obvious. We always move according to certain goals. We are simply not given anything else. We can be aware of this fact or not - the essence of things will not change.
We can even talk about the existence of an immutable law of cause and effect, which states that every effect in our life has a cause. Goals are reasons; health, happiness, freedom and prosperity are the consequences. We sow purpose and reap results. Goals begin as thoughts or causes and manifest themselves as conditions or effects.
It automatically follows from this that we are where we are and are who we are precisely because we ourselves wanted to be. It turns out that only our thoughts, plans, goals, deeds and behavior led us to our current state. It couldn't be any other way. This is the structure of the World and ourselves.
A simple but logical question arises here. If we never move except in accordance with the goal set by our own brain, then why are so many of us dissatisfied with where we are and who we are?
Why is it common to believe that some people “achieve their goal (success)” and others do not? Where do the “losers” come from? Where do non-health, non-happiness, non-freedom and vegetation come from? Disappointment in yourself, people, life? Resentment, guilt, shame? Fear, anger, anger, hatred? Where, after all, did this obscenely worn-out phrase “they wanted the best, but it turned out the same as always” come from?
Apparently, we are never truly happy unless we are moving towards achieving something that is very important to us.
There are nuances here.
“After twenty-five years of research and experience, I have come to the conclusion that success is equal to the goal, but everything else is speculation. The ability to set a goal and create a plan to achieve it will contribute to your success more than any other activity." (Arthur B. Van Gundy)
Maximum concentration on the goal, the same author continues, is the most important quality of people who achieve outstanding results in any business, in any field. Even a small fraction of our potential cannot be realized without learning to set a goal and achieve it as simply and naturally as brushing your teeth and combing your hair in the morning.
So, the first most important nuance is concentration. Our brain contains a goal-seeking mechanism, continuously provides feedback to the goal, and automatically corrects course. Thanks to this mechanism located in our brain, we achieve any goal we set for ourselves, as long as it is clear and we are persistent enough. The process of achieving a goal occurs almost automatically. But it is the definition of goals that is the main problem for most people.
The second fundamental nuance is defining the goal.
An interesting fact is that very few people have their own, conscious, real goal. It is believed that only less than three percent of people write down their goals on paper. And less than one percent of them reread and rethink these goals with sufficient regularity. Many people simply don’t realize how important the physical existence of their own goal is.
Meanwhile, people without goals are doomed to forever work for those who have these goals. We work to achieve either our own or others' goals. We live either our own life or “someone else’s” life, life in the name of fulfilling other people’s goals and interests. The best work is to achieve your own goals and to help others achieve theirs. This is not “work” at all, but true pleasure.
Why don't people set their own goals?
The first reason people don't set goals is because they just don't know. Not aware of the basic causality of our world. In our opinion, “vulgar materialism”, the dominant mass worldview of the last 150 years, plays a significant role in this, which determines changes by chance, genetics, hereditary predisposition, “natural selection”, “struggle for existence”, etc. external to man circumstances.
Here is a classic statement of materialistic science: “The goal is secondary, and the material conditions of its formation and implementation are primary, because they not only precede the process of goal formation, not only in a certain sense generate it, but also determine it.”
As a result, people prefer words to deeds; they want to achieve success and improve their lives, but at the same time they don’t quite understand how exactly to do this and where to put their efforts.
As already noted in the “Needs” section, the failure to pose the question of the meaning of life practically leads to the abandonment of one’s own goal setting altogether.
The second reason people don't set goals is because they don't take responsibility for their own lives. Until the moment a person has accepted full responsibility for everything that happens to him, it cannot be said that he has even taken a step towards setting a goal. A person without responsibility is someone who is constantly waiting for “real life to begin.” In this expectation, all energy and time are spent on coming up with explanations and excuses for the lack of desired happiness.
The only way to determine what a person really believes is to judge by his actions, not by his words. It is what we do that matters, not what we say. Our true values and beliefs are always expressed by our behavior, and only by our behavior. One person getting down to business is worth ten brilliant speakers doing nothing. A serious person is a doing person.
The third reason people don't set goals is because of deep-rooted feelings of guilt and low self-esteem. Modern mass education is structured in such a way that a child, a teenager, and then an adult constantly owes something to someone - parents, school, elders, the state, etc. All sorts of “standards” in the form of so-called stars, idols and other “celebrities” are constantly being imposed on people. In an involuntary but inevitable comparison, an ordinary person feels his own “smallness”, earthliness. People who are artificially pressed to such a low evaluative and emotional level that they have to “look up to see the bottom” cannot, of course, confidently and optimistically set goals for the months and years ahead. A person who grew up in a negative environment that instilled in him a feeling of being undeserving or an attitude of “what good is this!” and “I’m not good enough” is unlikely to be able to set serious goals.
The fourth reason people don't set goals is because they don't realize the importance of goal setting. This is simply not taught. If we grew up in a family where both parents do not set goals, and setting and achieving goals is not a recurring topic of family conversation, then we may become adults without learning that goals exist for more than just sports. If we belong to a social circle where people do not have clearly defined goals to achieve which their activities are aimed, we are unlikely to think about the phenomenon of goal setting in general. Eighty percent of the people around us are going nowhere, and if we mix with the crowd, we will go there too.
The fifth reason people don't set goals is because they don't know how to do it. In our society, it is possible to earn a university degree—the culmination of fifteen or sixteen years spent in education—without even receiving an hour's lesson in goal setting. Meanwhile, the study of the principles and methods of goal setting is almost more important than any other subject we have ever studied.
The sixth reason people don't set goals is fear. Fear of failure, fear of being rejected, fear of being criticized. Since childhood, our dreams and hopes have been damaged by the criticism and laughter of other people. It's possible that our parents didn't want us to have high dreams and then be disappointed, so they were quick to give us reasons why we wouldn't be able to achieve our goals. Our enemies and friends laughed and made fun of us when we imagined ourselves to be someone or did something that exceeded their ideas about ourselves. Their influence can leave an imprint on how you feel about yourself and how you set goals for years to come.
Children are not stupid at all. They very quickly learn that “if you want to get along with everyone, act like everyone else.” Over time, a child who is disapproved and constantly criticized stops developing new ideas, cherishing new dreams, and setting new goals. He begins a lifelong journey of playing it safe, selling himself cheap, accepting his own low achievements as an inevitability of life that cannot be changed.
Fear of failure is the greatest obstacle to success in adulthood. It is what keeps people in their comfort zones. It is she who makes them bow their heads and remain safe while the years pass by.
Fear of failure is expressed in the suggestion “I can’t, I can’t, I can’t.” Fear is learned in early childhood as a result of destructive criticism and punishment for actions that did not meet with the approval of our parents. Once it takes root in the subconscious, this fear spreads further, paralyzing dreams and killing ambitions, causing more harm than any other negative emotion that visits the human soul.
The seventh reason is misunderstanding and rejection of the meaning and role of “failure” in achieving success. The rule is this: you cannot succeed without failing. Failure is a prerequisite for success.
The greatest successes are almost always preceded by many failures. It is the lessons learned from failure that make success possible.
Look at every temporary defeat as a road sign saying: “Stop, better go this way.” One of the qualities of a leader is to refuse to think in terms of “failure” or “defeat.” They are replaced by the concepts of “valuable lesson” or “temporary failure”.
You can learn to overcome the fear of failure by being clear about your goals and accepting temporary difficulties and obstacles as an inevitable price that must be paid to achieve any significant success in life.
Goal setting and the law of control
Goal setting
Goal setting- the process of selecting one or more goals with establishing parameters of acceptable deviations to control the process of implementing the idea. It is often understood as a practical understanding of one’s activities by a person from the point of view of forming (setting) goals and their implementation (achieving) by the most economical (cost-effective) means, as the effective management of a temporary resource caused by human activity.
Goal setting- the primary phase of management, which involves setting a general goal and a set of goals (tree of goals) in accordance with the purpose (mission) of the system, strategic settings and the nature of the tasks being solved.
Term "goal setting" used to name short-term educational courses - trainings - popular in the business environment, studying planning systems, time management techniques, as a result of which the following should be achieved:
- the ability to plan working time taking into account short-term and long-term prospects, taking into account the importance of tasks;
- the ability to identify optimal ways to solve problems;
- the ability to correctly set goals and achieve them.
The result of goal setting in production and service is to increase labor productivity and reduce the total cost of ownership of the solution..
Goal setting, is also one of the main components of proto-training (trainings by Epstein M.M., EGM BTK), positioned among business trainings as key in the formation of a successful organizer and manager.
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See what “Goal setting” is in other dictionaries:
Goal setting... Spelling dictionary-reference book
Encyclopedia of Sociology
goal setting- tikslo kėlimas statusas T sritis švietimas apibrėžtis Mąstymo ir valios proceso etapas, kuriame vyraujantys motyvai lemia numatomo veiklos rezultato pasirinkimą. Tai specifinis žmogaus veiklos komponentas, lemiantis kitus jos komponentus... ... Enciklopedinis edukologijos žodynas
goal setting- goal setting, I... Russian spelling dictionary
GOALS SETTING- the process of justifying and forming the development goals of a managed object based on an analysis of public needs for its products and services and based on the real possibilities of their most complete satisfaction... Large economic dictionary
GOALS SETTING- a person’s rethinking of the place he occupies in the economic, social, industrial structure of the world... Encyclopedic Dictionary of Psychology and Pedagogy
GOALS SETTING- English realization of goal/aim; German Zielverfolgung. The meaning-forming content of practice, consisting in the formation of a goal as a subjectively ideal image of what is desired (goal formation) and its embodiment in an objectively real result of activity... ... Explanatory dictionary of sociology
GOALS SETTING- the process of forming and putting forward goals by an individual or collective subject; begins at the level of needs (see), passes to the level of motives (see) and is determined in the goal. A goal is formed when a motive meets (as a conscious desire to... ... Russian Sociological Encyclopedia
Goal setting- goal setting by the subject of activity. (1) … Glossary of terms on general and social pedagogy
GOALS SETTING- this is defining, building a goal, thinking about the image of the desired future... Dictionary of career guidance and psychological support
Books
- Modern domestic criminal process: goal setting, system of goals, objectives and functions, means, Alexey Pavlovich Popov. Last year, a monograph by this famous author, a serious researcher and experienced employee of internal affairs bodies, “Goal Setting in Modern Domestic Criminal ...” was published. eBook
- Lesson in the conditions of the Federal State Educational Standard. Goal setting. Technologization. Performance assessment (CD). Federal State Educational Standard, Pashkevich Alexander Vasilievich. This CD "Lesson in the conditions of the Federal State Educational Standard. Goal setting. Technologization. Performance assessment" of the "Methodological Laboratory" series contains a system analysis...
The goal of management is the leading element in the activities of the leader (manager). Purposefulness involves conscious movement towards a clear and precise goal, despite all obstacles and even in spite of them.
Under purpose in social practice, including management, they usually understand some ideal, predetermined result that should be achieved. A goal is a subjective construction, a speculative construction, depending on the general level of knowledge and subjective qualities of the “designer”. In production activities, this ideal design is usually characterized quite unambiguously (for example, by the level of development or the volume of production of technical products). However, most often in the management of socio-economic processes and systems, the goal does not have a clear formal expression and cannot be comprehensively described in the form of numbers, terms, diagrams, dependencies, connections, etc.
Every goal has duality of content. On the one hand, the goal follows from the action of the laws and regularities of the objective world, that is, it is objective. On the other hand, a person’s goal is his ideal, mental construction, subjective construction, that is, it has a subjective character. It is in this regard that they talk about the duality of content, the duality of the nature of the purpose of management.
If the mission sets general guidelines, directions for the functioning of the organization, expressing the meaning of its existence, then the specific final states that the organization strives for are fixed in the form of its goals, i.e. , to put it another way, goals- this is a specific state of individual characteristics of an organization, the achievement of which is desirable for it and towards which its activities are aimed.
It is impossible to overestimate the importance of goals for an organization. They are the starting point of planning; goals are the basis for building organizational relationships; The motivation system used in the organization is based on goals; finally, goals are the starting point in the process of monitoring and evaluating the results of the work of individual employees, departments and the organization as a whole.
Depending on the specifics of the industry, the characteristics of the state of the environment, the nature and content of the mission, each organization sets its own goals, which are specific both in terms of the set of parameters of the organization (the desired state of which acts as the general goals of the organization) and in the quantitative assessment of these parameters. However, despite the situational nature of the choice of goals, there are four areas in relation to which organizations set goals based on their interests. These areas are:
Income of the organization;
Working with clients;
Employee needs and welfare;
Social responsibility.
As can be seen, these four areas also concern the interests of all entities influencing the activities of the organization, which were mentioned earlier when discussing issues of the organization’s mission.
In an organization’s management system, goals perform a number of important functions that now need to be addressed:
First, goals reflect the philosophy of the organization, the concept of its activities and development. And since the types of activities underlie the general and management structure, it is the goals that ultimately determine its nature and features
Secondly, goals reduce the uncertainty of current activities both organizations and individuals, becoming reference points for them in the world around them, helping them adapt to it, concentrate on achieving the desired results, limit themselves in some way, resist momentary impulses and desires, regulate their own actions and behavior in general. This helps you act faster, with greater effect, achieving your plans with minimal costs, and at the same time, getting additional winnings.
Thirdly, the goals are basis of criteria to highlight problems, make decisions, control and evaluate the results of activities aimed at their implementation, as well as material and moral encouragement for employees of the organization who have distinguished themselves to the greatest extent.
Fourthly, goals, especially great ones, regardless of whether they are real or imaginary, illusory, rally around themselves enthusiasts, encourage them to voluntarily take on difficult responsibilities and make every possible effort to fulfill them. There are enough examples of this, including in Russian history. New buildings of the first five-year plans, the development of virgin lands, the construction of the BAM were the result of the labor of not only prisoners, but also Komsomol members of those years, inspired by dreams of a bright future, and not at all to blame for the fact that these dreams turned out to be a deception. And the same prisoners who had the goal of early release showed increased activity in work, repeatedly exceeding production standards.
Finally, fifthly, the officially declared goals serve justifying in the eyes of the public the necessity and legality of the existence of this organization, especially if its activities cause adverse consequences, such as environmental pollution.
Goal setting- the process of justifying and forming the development goals of a managed object based on an analysis of public needs for its products and services and based on the real possibilities of their most complete satisfaction.
|From the point of view of the logic of the actions performed when setting goals, we can consider that the process goal setting organization consists of three successive stages. At the first stage, the results of the environmental analysis are comprehended, at the second stage the corresponding mission is developed, and, finally, at the third stage the goals of the organization are directly developed.
A properly organized goal development process involves going through four phases:
identification and analysis of trends observed in the environment;
setting goals for the organization as a whole;
building a hierarchy of goals;
setting individual goals.
First phase. The influence of the environment affects not only the establishment of the organization's mission. Goals are also highly dependent on the state of the environment. Previously, when the issue of goal requirements was discussed, it was said that they should be flexible so that they can be changed in accordance with changes occurring in the environment. However, one should not conclude from this that goals should be tied to the state of the environment only through constant adjustment and adaptation to the changes that occur in the environment. With the right approach to goal setting, management should strive to anticipate the state of the environment and set goals in accordance with this anticipation. To do this, it is very important to identify trends characteristic of the development processes of the economy, social and political spheres, science and technology. Of course, it is impossible to correctly foresee everything. Moreover, sometimes changes may occur in the environment that do not follow from the detected trends. Therefore, managers must be prepared to respond to unexpected challenges that the environment may throw at them. However, without absoluteizing the situation, they must formulate goals so that the situational components are reflected in them.
Second phase. When setting goals for the organization as a whole, it is important to determine which of the wide range of possible characteristics of the organization's activities should be taken as a basis. Next, certain tools for quantitative calculation of the size of goals are selected. Of particular importance is the system of criteria used to determine the goals of the organization. Typically, these criteria are derived from the organization's mission, as well as from the results of an analysis of the macroenvironment, industry, competitors and the organization's position in the environment. When determining the organization's goals, it takes into account what goals it had at the previous stage and how much the achievement of these goals contributed to the fulfillment of the organization's mission. Finally, the decision on goals always depends on the resources that the organization has.
Third phase. Establishing a hierarchy of goals involves defining such goals for all levels of the organization, the achievement of which by individual units will lead to the achievement of overall organizational goals. At the same time, the hierarchy should be built according to both long-term and short-term goals.
Fourth phase. In order for the hierarchy of goals within the organization to acquire its logical completeness and become a truly effective tool for achieving the goals of the organization, it must be communicated to each individual employee. In this case, one of the most important conditions for the successful operation of an organization is realized: each employee, through his personal goals, is included in the process of jointly achieving the ultimate goals of the organization. Employees of the organization in such a situation receive information not only about what they have to achieve, but also about how the results of their work will affect the final results of the organization’s functioning, how and to what extent their work will contribute to achieving the organization’s goals. Established goals must have the status of law for the organization for all its units and for all members.
What makes a person actively perform certain actions and make efforts? What motivates him? Purpose is the guiding star that fills us with vitality. Seeing a goal and going where you want is a wonderful state.
Target- this is a dream in real form. Every person is free to choose his own goals. And to realize a goal means to put it into practice, to make it a reality. If dream- this is a kind of chaos in our head, then the goal is the result of the thoughts of a logical mind. The mind understands only goals - clear, harmonious, justified. What to choose? Live following only reason, or connect intuition. It's better if they work as a team.
Our dreams are usually global, and the specific steps to achieve them are not always clear. If we decompose the dream into goals, then we will see its direction. The goal is achievable, it just needs to be specifically described. Whatever we do, we are always moving towards a certain goal, which is part of the dream.
How to distinguish a dream from a goal? First, there must be confidence in the possibility of achieving it. If there is even the slightest doubt, you need to break down the dream into even smaller steps until you feel that each step towards the goal is real for you. Any big undertaking is overwhelming until you begin to break it down into its components.
Goal setting- this is a practical understanding of one’s activities, this is setting goals and achieving them. Goal setting is not magic. Changes for the better in the life of each person depend on his own actions. Goal setting helps to determine the main life goals, set priorities and increases a person’s personal success.
In goal setting, it is important to prescribe and specify goals. As the saying goes - “What is written with a pen cannot be cut down with an axe”. A goal written down in detail has a better chance of being realized.. We may or may not believe in the goal, but the method of writing down desires works regardless of us. Is our subconscious engages in active work, and we need to believe in success.
Very often a person cannot describe in words what he wants. Therefore, it is imperative to formulate a goal, because we spend our time, effort, and money on achieving it. And a formulated goal makes each subsequent step meaningful and gives confidence. In goal setting, a positive attitude and limiting the time frame for achieving the goal are also important. Drawing up a calendar plan is the first step. And it is necessary to constantly keep the goal in focus. And when distracted by something, return to your goal.
An integral component of goal setting is visualization with sensations, moods, actions, painted in color.
You have a choice - to go with the flow of your life, which does not bring satisfaction, or to take the path of a successful person who knows what he wants and chooses the direction of his movement. By achieving your goals and making your dreams come true, you will be able to say - I had a happy life, bringing pleasure and joy.
The goal is a system-forming (determining) element of pedagogical activity. The goal of education is a mental, predetermined idea of the result of the pedagogical process, of the qualities and state of the individual that are supposed to be formed.
Goal setting in pedagogy is a conscious process of identifying and setting goals and objectives of pedagogical activity.
Goals can be of different scales and form a stepwise system: state goals - goals of individual educational systems and stages of education - goals of teaching in a particular subject or raising children of a certain age - goals of a particular topic, lesson or educational event.
You can also distinguish a global or ideal goal, a specific historical goal, and the goal of the activity of a teacher, educator in specific conditions of the pedagogical process, or a personal goal.
The global (ideal) goal of education is to raise a comprehensively developed personality. This goal was first formulated in the works of thinkers of the past (Aristotle, Confucius, etc.). Scientific justification for this goal was made in the 19th century. The need for comprehensive development is justified by the high level of technical and economic development requirements for personal qualities; the need of the person himself to develop his inclinations in order to survive in the conditions of the struggle for existence in a rapidly changing world.
In the history of pedagogy there have been different approaches to determining the essence of this goal. Currently, it focuses on the comprehensive development of the child’s inclinations, the disclosure of his creative potential, and the formation of socially and personally significant qualities.
A specific historical goal is a goal formulated taking into account the characteristics of the historical stage of development of society. Currently, it is aimed at developing civic responsibility and legal self-awareness; spirituality and culture; initiative, independence; tolerance; ability for successful socialization in society and active adaptation in the labor market.
The purpose of the teacher’s activity specifies the designated goals, taking into account the characteristics of students, personal experience and the capabilities of a particular educational institution.
A personal (individual) goal reflects the needs of each individual for self-development.
Focusing on the pedagogical needs of society, the needs of the child and his parents, and his own capabilities, the teacher organizes goal setting. There are free, rigid and integrated goal setting. When free, joint (teacher and students) design and determination of educational goals is organized. In hard schooling, goals and a program of action are set for schoolchildren by the teacher. When integrated, goals can be set externally by the teacher, and the program of actions to achieve them is determined jointly.
Goal setting in pedagogy includes three main components:
1) justification and setting of goals;
2) determining ways to achieve them;
3) forecasting the expected result.
The following factors influence the development of educational goals:
The needs of children, parents, teachers, educational institutions, social environment, society as a whole;
Socio-economic conditions and conditions of the educational institution;
Features of the student body, individual and age characteristics of students.
The sources of goal setting are: the pedagogical request of society; child; teacher
Pedagogical goal setting includes the following stages:
1) diagnostics of the educational process, analysis of the results of previous activities;
2) modeling by the teacher of educational goals and objectives;
3) organization of collective goal setting;
4) clarifying goals and objectives, making adjustments, drawing up a program of pedagogical actions.
In pedagogical science, goal setting is characterized as a three-component education, which includes:
a) justification and setting of goals;
b) determining ways to achieve them;
c) designing the expected result.
Goal setting is a continuous process. The non-identity of the goal and the actually achieved result become the basis for rethinking, returning to what was, searching for unrealized opportunities from the perspective 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 activities of teachers and students, the type of their interaction (cooperation or suppression), and the position of children and adults, which is manifested in further work, depends on how goal setting is carried out.
Goal setting can be successful if it is carried out taking into account the following requirements:
1) Diagnosticity, i.e. putting forward, justifying and adjusting goals based on constant study of the needs and capabilities of participants in the pedagogical process, as well as the conditions of educational work.
2) Reality, i.e. putting forward and justifying goals, taking into account the possibilities of a particular situation. It is necessary to correlate the desired goal and projected results with real conditions.
3) Continuity, which means:
a) making connections between all goals and objectives in the educational process (private and general, individual and group, etc.);
b) putting forward and justifying goals at each stage of teaching activity.
4) Identification of goals, which is achieved through the involvement of all participants in the goal-setting process.
5) Focus on results, “measuring” the results of achieving a goal, which is possible if the goals of education are clearly and specifically defined.
Goal setting involves identifying long-term, intermediate goals (A.S. Makarenko defined these goals as close, medium and long-term prospects), as well as setting educational goals as ways to achieve them. In pedagogy, it is customary to distinguish between actual pedagogical tasks (SPZ) and functional pedagogical tasks (FPZ). SPZ are tasks aimed at changing the student and his personal qualities (for example, developing responsibility), and FPZ are tasks of a separate pedagogical action (for example, one of the tasks of holding a school disco will be teaching children the ability to organize their leisure time).
Tasks should be determined by the initial level of development of the individual and the team; be sure to express what needs to be changed in the individual, be diagnostic (their results can be verified); specific, achievable within the planned period.
