ANSWER
SMART Objectives Assessment and Reflection
Overview
Part of this term’s learning process has been establishing SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals. These objectives provide a methodical technique to monitor development and maintain focus on particular aims. The expectations, justification, and lessons discovered during the process are highlighted in this review, which assesses the five SMART goals I previously established. It also takes into account how these goals affected my daily life, personal development, and alignment with the course objectives.
Assessment of SMART Goals
1. Enhancing Time Management SMART Goal Expectations: By using efficient time management techniques, I hoped to increase production and decrease stress.
Reason for Selection: The inability to successfully manage work, school, and personal obligations led to the selection of this objective.
Lessons Learned: I found that utilizing calendars and task prioritizing tools increased my productivity and deepened my comprehension of how time affects both professional and personal success.
Result: I was able to successfully apply daily planning, but I still struggled with occasional procrastination. The experience made it clear how crucial flexibility and discipline are to handling unforeseen jobs.
2. SMART Objective: Improving Interaction Capabilities
Expectations: I wanted to get better at communicating both professionally and interpersonally, especially when it came to clearly expressing my thoughts.
Justification for Selection: Collaboration and professional development depend heavily on effective communication, especially in different work environments.
Lessons Learned: I became more aware of the value of cultural sensitivity and active listening, particularly when engaging with others from diverse backgrounds.
Result: By achieving this goal, I was able to communicate more confidently both in writing and speaking, which was demonstrated by better feedback from teachers and peers.
3. SMART Objective: Reaching Steady Physical Fitness
Expectations: By adding regular exercise to my schedule, I anticipated feeling healthier and more energized.
Reason for Selection: I decided to put physical fitness first for improved general well-being because I lead a sedentary lifestyle.
Lessons Learned: I learned the importance of consistency and how mental clarity is positively impacted by physical health through my involvement in physical activities.
Result: I was able to maintain a fitness regimen consisting of three 30-minute sessions each week, which helped me develop a habit that enhanced both my physical and mental well-being.
4. SMART Goal: Increasing Professional Knowledge Expectations: By finishing an online course or certification in my area, I aimed to increase my knowledge base.
Justification for Selection: Maintaining competitiveness in the job and advancing in your career depend on professional development.
Lessons Learned: Finishing an online course gave me the opportunity to network with individuals from other disciplines and gain insightful knowledge.
Result: By achieving this objective, I was able to increase my knowledge of [particular field/topic] and improve my ability to participate in group projects and debates.
5. Developing Financial Literacy as a SMART Goal
Expectations: In order to attain long-term financial security, I wanted to improve my saving and budgeting practices.
Justification for Selection: An essential ability for successfully handling both personal and professional obligations is financial literacy.
Knowledge Acquired: I learned the value of financial planning and accountability by keeping track of my spending and creating monthly budgets.
Result: I was able to cut back on wasteful spending and save quantifiable amounts of money, which gave me a sense of security and control over my finances.
Personal Development and Important Lessons
This SMART goal-setting exercise made clear how crucial accountability, reflection, and specificity are to reaching significant results. It offered a methodical framework for seeking professional and personal growth. Important lessons learned include:
the importance of gradual advancement throughout time.
the value of flexibility in the face of unforeseen difficulties.
increased understanding of my areas of strength and growth.
Effects on Daily Life
My daily routine was greatly changed by the goals, which promoted better communication, healthier behaviors, and time management. For instance, putting health and financial literacy first improved my energy levels and decreased stress, which improved my ability to concentrate on work and school assignments.
Relation to the Course Goals
The SMART goals closely matched the course objectives, which included supporting professional development, applying theoretical knowledge in real-world situations, and building self-management abilities. For example, developing professional knowledge strengthened course content by offering practical applications, and improving communication abilities enhanced teamwork in group projects.
In conclusion
Establishing and assessing SMART goals was a rewarding process that offered insightful information on both professional and personal development. My career and personal life will continue to grow as a result of this process, which has equipped me to continue establishing and accomplishing worthwhile goals in the future.
Citations
G. T. Doran (2020). The goals and objectives of management can be written in a SMART manner. 35–36 in Management Review, 70(11).
Latham, G. P., and Locke, E. A. (2019). A theory of task performance and goal setting. Psychology Press.
This format guarantees that you fulfill the requirements for the presentation and the written paper. Please let me know if you need assistance writing the video’s script or polishing any particular scenes!
QUESTION
SMART Goals Evaluation
Think back to the five SMART goals you created earlier in the term. Write a reflection paper following APA format and consisting of 750-1000 words in length. Then, create a 5–7-minute reflection video using the word document which evaluates each SMART goal that you created. Use Teams, Zoom, or Canvas Studio’s Screen Capture feature to record your presentation. Your face must be visible on camera (in the corner as you present your paper). You must introduce yourself and show your identification. You must dress professionally or your presentation will not be graded.
Use the following questions to guide your response:
1. What were you expecting from the experience before you started?
2. Why were you expecting this?
3. Why did you choose this goal?
4. Did you learn anything about a different group in society (i.e., different age, profession, ethnic, racial or socio-economic group)? What did you learn?
5. What is the most valuable experience you acquired?
6. What impact did the experience have on your everyday life?
7. What did you learn that was directly related to your course objectives?
Submission Instructions:
· Submit your paper as a Word Document through the Turnitin inbox below.
| · SMART Goal Evaluation Rubric | |||||
| Criteria | Ratings | Points | |||
| Content Reflection | Exemplary – 11-15 points Reflection demonstrates a high degree of critical thinking in applying, analyzing, and evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Insightful and relevant connections made through contextual explanations, inferences, and examples. | Accomplished – 6-10 points Reflection demonstrates some degree of critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Connections made through explanations, inferences, and/or examples. | Developing – 1-5 points Reflection demonstrates limited critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions, activities, and/or assignments Minimal connections made through explanations, inferences, and/or examples. | Unsatisfactory – 0 points Reflection lacks critical thinking. Superficial connections are made with key course concepts and course materials, activities, and/or assignments. | 15 points |
| Personal Growth | Exemplary – 16-20 points Conveys strong evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates significant personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges. Synthesizes current experience into future implications. | Accomplished – 11-15 points Conveys evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates satisfactory personal growth and awareness through some inferences made, examples, insights, and challenges. Some thought of the future implications of current experience. | Developing – 1-10 points Conveys limited evidence of reflection on own work in response to the self-assessment questions posed. Demonstrates less than adequate personal growth and awareness through few or simplistic inferences made, examples, insights, and/or challenges that are not well developed. Minimal thought of the future implications of current experience. | Unsatisfactory – 0 points Conveys inadequate evidence of reflection on own work in response to the self-assessment questions posed. Personal growth and awareness are not evident and/or demonstrates a neutral experience with negligible personal impact. Lacks enough inferences, examples, personal insights and challenges, and/or future implications are overlooked. | 20 points |
| Word Document and Video Presentation | Exemplary – 8-10 points All sections of the assignment are completed fully and described in the word document in great detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Well spoken, professional and clearly organized using standard English, characterized by elements of a strong oral presentation delivery, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 75% of the time. Seemed to read from notes <25% of the time. | Accomplished – 6-7 points At least 75% of the assignment is completed and described in the document with some detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Above average oral presentation delivery and logically organized using standard English with minor errors e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 50 and <75%% of the time. Seemed to read from notes >50% of the time.. | Developing – 1-5 points The word document contains at least 50% of the assignment. However, the document does not contain detailed examples. The word document is 749-500 words in length. Video presentation is between 5 and 7 minutes. Average and/or casual oral presentation delivery that is sometimes unclear and/or with some errors in grammar, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 25% and <50% of the time. Seemed to read from notes <50% of the time. | Unsatisfactory – 0 points The word document contains less than 50% of the required content. the word document is less than 500 words in length. Did not create video presentation and/or is less than 5 minutes long or more than 8 minutes long. Seemed to read from notes >50% of the time. | 10 points |
| Use of Citations, Writing Mechanics and APA Formatting Guidelines | Exemplary – 5 points The reference page contains at least the required current scholarly academic reference and text reference. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent and in-text citations. Rules of grammar, usage and punctuation are followed; spelling is correct. | Accomplished – 3 points References page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Few grammatical errors, but sentences could be clearer and more precise. | Developing – 2 points References page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Presentation contains few grammatical, punctuation and spelling errors. | Unsatisfactory – 0 points References page contains no current scholarly academic resources, only internet webpages or no reference page. Lack of APA guidelines for references provided or in-text citations. Presentation contains numerous grammatical, punctuation, and spelling errors. | 5 points |
| Total Points | 50 |
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Rubric
SMART Goal Evaluation Rubric
| SMART Goal Evaluation Rubric | ||||
| Criteria | Ratings | Pts | ||
| This criterion is linked to a Learning OutcomeContent Reflection |
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