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.