GOAL SETTING

GOAL SETTIING GOAL SETT NG

WHY IS GOAL SETTING SO IMPORTANT TO THE AIESEC EXPERIENCE AND TO AIESEC?
Creates a synergy between Organizational Goals and Individual Goals Creates a partnership between Teamleaders/EBs and members in designing and implementing action plans for professional development at all levels. Empowers members to become career resilient or able to adapt to changing work environments. Improves skills by taking advantage of learning activities

For more information:

http://www.aiesec.net/users/Manish/goalsettingcamp.html#A3

THE PROCESS THE PROCESS

I. DEVELOPING YOUR LEARNING GOALS
1. This section is used to develop your personal mission a. The Snapshot of yourself The Portrait of yourself b. Others Portrait of you c. Your Vision statement

2. In this section, please write the mission of your Team or unit: 3. State the goal of your Learning Plan. Check or write a description of your goal. It is possible that more than one element will be reflected in

II.

SELF-ASSESSMENT

Competencies are the skills, knowledge, and personal attributes (behaviors and actions) that contribute to an individuals success in a specific position. Competencies are often derived from sections of the job description for a specific position. There may already be core competencies developed for your particular field. Discuss this with your Team Leader. a. You as an individual b. You in the team

III.

IDENTIFYING COMPETENCIES

Typically, competencies run along two complementary streams: technical (specific skills and knowledge) and non-technical (specific actions or behavioral attributes). Review your job description to identify the competencies for your specific position or core competencies developed for your particular field. Various departments throughout AIESEC cited the first four competencies listed below as necessary for successful individual job performance.

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IV.

YOUR PREFERRED LEARNING STYLE

Your learning style is largely shaped by your experiences or by your variety of experiences. This is not a fixed trait but rather a current state of mind. Since we all learn in different ways, it is important to take a moment and answer this question, How do I prefer to learn? This will be an important consideration in developing your individualized learning plan. Review the chart below to consider your learning preferences and circle the ones that apply. This information may reveal alternative learning activities and you may find that you are comfortable with a variety of learning modes

V.

A CONTINUUM OF LEARNING ACTIVITIES

The Continuum of Learning below depicts an array of learning activities ranging from the self-directed to instructorled. Use the continuum as a guide to plan your learning activities.

Self-directed activities include more informal learning situations than the more traditional, formal and often more costly instructor-led training sessions and conferences. Keep your individual learning preferences in mind as you specify your learning activities. Remember the activities and letter designations as you complete the learning plan.

VI.

COMPLETING YOUR LEARNING PLAN SAMPLE

Be sure to discuss your learning plan with your Team leader/Mentor. You will both need to sign your completed Learning Plan and designate a plan review date.

VII.

THE PLANNING MEETING

After you have completed sections I, through VI the next step is to have a discussion with your Team leader/Mentor. This dialogue should focus on areas of strength and possible directions for further improvement and or future development. The major outcome of this conversation would be a commitment on behalf of both Team leader and member to set the designated learning activities in motion. Depending upon the stated goal of your learning plan, the nature of this dialogue would be characterized in the following ways. It is possible that your planning meeting will contain several elements.