MENTORING FOR SUCCESS

MENTOR-STUDENT ACTIVITY

DEFINING YOUR GOALSOBJECTIVE To encourage forward-thinking and goal orientation for students with support from adults. To balance wishes and fears for the future while with realistic commitments.

MATERIALSActivity sheetsPen/pencil

INSTRUCTION1. Review Guidelines for Goal Setting2. Complete worksheets with corresponding directions

a. Activity—Check list of important values, select five. List goals on following sheet and then rank from 1-5 (Additional goals may be added).

b. Goal planning—Take one goal that has been prioritize. Define Value. Define Goal. List Steps. Write dates for Deadlines and check off boxes upon completion.

c. What will the future bring?—Complete questionnaire and discuss relative value for each question. May engage in budgeting discussion.

d. Step by Step—Start with Long-Term Goal, work backward to break down the path toward goal.

e. Defining Your Goals—List goals, then determine which time-length category each belongs to and place a check mark in the appropriate box.

DISCUSSIONDiscuss that goal-setting and progress towards goals is a dynamic process that requires flexibility. Sometimes long-term and short-term goals change when circumstances and interests evolve and change. Follow-up may include regular check-ins and referral back to goal-setting worksheets as students engage in activities that help them work toward their goals.

MENTORING FOR SUCCESS

MENTOR-STUDENT ACTIVITY

DEFINING YOUR GOALS

Guidelines for Goal Setting

One of the most important areas where a mentor can help a student is in setting short and long term goals. There are several things to consider prior to beginning the task of goal setting with your student.

Time must be spent setting up establishing a relationship of trust and confidentiality before attempting to start goal setting.

Involve your student in the setting of goals. Each goal must be articulated by the student with your guidance. It must be their goal, not yours.

A short term goal which is immediately achievable is a good starting point Goals must be specific and measurable so success is evident upon completion. To assure that the student will make an attempt to meet the goal, your student

needs to make a commitment to you that they will do it (handshake, written agreement, etc.)

If the student fails to meet the goal, take some time to reflect on the followingo The goal may have been too difficult for the student to achieveo It may have been developed without the involvement or commitment of the

studento The student may be fearful of achieving a goal. Many “at risk” students

perceive themselves as “losers” and become accustomed to making poor choices to reinforce their negative self image.

A long term goal may need to be articulated before a short term goal can be explored with the student. A student may not see the need to work toward a short term goal until they understand how it relates to a long term goal (e.g. To get a job working at Xbox you must do your homework, attend classes regularly, graduate from high school, go to college, learn computer programming)

(Adapted from The ABCs of School-based Mentoring, http://www.nwrel.org/mentoring)

Activity

Directions: Place a check in the column to indicate which are of value to you. (Check five)

Going to college is a good decision.

Finding a job right out of high school is more important.

Finishing high school is important to me.

Having a car is important.

Liking my job is important.

Living in a clean, safe area is important to me.

It is important to have spending money.

Having friends is important.

Spending time with your family is important.

Something other than what is listed above is of value. (Specify)

Name ___________________________________Date ___________________

What Will the Future Bring?

Directions: Answer each of the following questions about your future.

What Do You Want to Achieve Five Years from Now?

High school diploma? _____

Part-time job? _____

Doing what? ______________________________

Full-time job? _____

Doing what? ______________________________

Have your own apartment? _____

Where? __________________________________

Own a used car? _____

Paying for a new car? ________________________

Accepted into college? _____

College choice? ________________________

A one-week vacation in

____________________________________________________

A longer trip to

___________________________________________________________

What Do You Want to Achieve Fifteen Years from Now?

College degree? _____ From ______________________

Major __________________

Master’s degree? _____ From ______________________Major __________________

Full-time job? _____

Occupation ____________________________________________

Own your home? _____

Location ______________________________________________

Salary range:$10,000–$20,000 _____ Married? ____$21,000–$40,000 _____ Children? ____$50,000–$75,000 _____ How many? ____$ ? _____

Two-week vacation each year _____

One-month trip to (location) __________________

Own new car (no payments) _____

Help in the community? _____

How? ____________________________________