GOAL SETTING - Ken Blanchard

GOAL SETTING 

Facilitation Instructions 

Susan Fowler 

Drea Zigarmi 

Ken Blanchard


FacILITATION INSTRUCTIONS 

Authors 

Susan Fowler 

Drea Zigarmi 

Ken Blanchard 

Product Developer 

Kim King 

Art Director 

Beverly Haney 

Production Artists 

Kara Meredith 

Kim King 

Vanessa Gagos 

Project Manager 

Kim King 

Proofreaders 

Carey Nash 

Linda Hulst 

D’Andra La Pierre 

Brand Manager 

Victoria Cutler 

Ken Blanchard first developed Situational Leadership ® with Paul Hersey in the late 1960s. In 1985, Blanchard 

and the Founding Associates of The Ken Blanchard Companies ® —Marjorie Blanchard, Don Carew, Eunice 

Parisi-Carew, Fred Finch, Laurence Hawkins, Drea Zigarmi, and Patricia Zigarmi—created a new generation of 

the theory called Situational Leadership ® II. The leadership model used in this product is based on the Founding 

Associates’ second generation thinking and research, and is used with their permission. 

Situational Leadership ® is a registered trademark of Leadership Studies, Inc. 

© Copyright 2012 by The Ken Blanchard Companies. All rights reserved. Do not duplicate. 

These materials have been designed to develop specific knowledge and skills and have been thoroughly 

tested to ensure their effectiveness. They represent the proprietary intellectual property of The Ken Blanchard 

Companies ® and are protected under international copyright law. These materials may not be reproduced in 

whole or in part in any form without the prior written permission of The Ken Blanchard Companies. 

Environmental Statement 

The Ken Blanchard Companies strives to conserve natural resources by minimizing 

consumption of resources and energy, reducing emissions, and increasing awareness 

so that future generations will inherit a healthy, sustainable planet. 

Global Headquarters USA +1 760 489-5005 • 800 728-6000 • Fax +1 760 489-8407 

UK +44 (0) 1483 456300 Canada +1 905 829-3510 • 800 665-5023 Singapore +65 6775 1030 

www.kenblanchard.com 

Item # 18014 

V033012


FACILITATION INSTRUCTIONS 

Table of Contents 

Preface..............................................................................................................v 

Preparation 

Activities 

Training Preparation .........................................................................................1 

Goal Setting Materials.......................................................................................2 

Tools for Success...............................................................................................3 

Goal Setting Training Design.............................................................................5 

Goal Setting Visual Aids Overview....................................................................9 

Goal Setting PowerPoint ® Slides.......................................................................10 

Goal Setting Flip Charts...................................................................................16 

Activity 1: Session Lead-In.................................................................................1 

Activity 2: Welcome and Introductions..............................................................3 

Activity 3: Obstacles and Benefits.....................................................................5 

Activity 4: Learning Objectives..........................................................................9 

Activity 5: KRA, Goal, and Task Statement Sort—Part 1.................................13 

Activity 6: KRA, Goal, and Task Statement Sort—Part 2.................................17 

Activity 7: Maria Hernandez Case Study.........................................................21 

Activity 8: SMART Goals.................................................................................29 

Activity 9: In Your Own Words........................................................................45 

Activity 10: SMART Goal Skill Practice............................................................47 

Activity 11: Action Planning............................................................................53 

Activity 12: Closing.........................................................................................55 

© 2012 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # 18014 • V033012 iii



Preface 

As a facilitator of this half-day session, your role is two-fold. Clearly, you are tasked to 

improve the goal setting competence of managers and self-leaders. But, perhaps even 

more importantly, your job includes building their commitment to goal setting. 

Think about this: Goal setting unleashes the hope of opportunity and the power of 

action. So, why is it that the people in your organization aren’t more excited about 

setting goals In this workshop, participants are asked to consider the obstacles to 

goal setting—and there are many—not the least of which is that most people do not 

know how to set meaningful, effective goals. You will also ask participants to consider 

the benefits of goal setting—and there are many. When you teach participants the 

skill of goal setting, you go a long way to helping them embrace the practice, but the 

way you teach the skill is what will help participants recognize and appreciate how the 

benefits of goal setting outweigh the obstacles. 

A few insights we hope are helpful … 

• Realize that goal setting is an iterative process—not an exact science. When the 

process is followed, more positive outcomes will result. In this workshop, the process 

includes writing a goal statement and validating it using the SMART criteria. 

• SMART goals have been around for a long time. There’s a good chance your 

organization uses the acronym. Note that we have changed the standard elements: 

The S is Specific and measurable; the M stands for Motivating. This new take on 

SMART allows you to use your version of SMART and enhance it with the latest 

research regarding motivation and goal setting. Setting goals that can sustain 

motivation over time is one of the most critical new developments for improving 

goal achievement, productivity, and performance. Study the work done by Edward 

Deci and Richard Ryan for a deeper understanding and appreciation for the role 

motivation plays in goal setting. 

• Set goals. Be a goal setter. Understand the mechanics of goal setting. Embrace the 

process for yourself. Teach from first-hand knowledge. 

© 2012 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # 18014 • V033012 v


Preface 


• Use the examples we have provided in the facilitator instructions and PowerPoint® 

to teach the goal setting process. Using metaphors for learning is the best way to 

learn a process—it focuses participants on the process itself, rather than getting 

hung up or stuck on the content of the case study or example. The shift from 

learning through metaphors to application in reality takes place during the lab 

where participants practice the process and are asked to write their own goal 

statements. Here it could prove helpful to prepare prototypical goal examples that 

are relevant to them and their organization. 

• This half-day session can be built into a full day where participants take the time to 

write the goals for their performance review plans. 

If you think teaching goal setting might be boring, grueling, and/or painful—you need 

to trust us. Teaching people how to capture their dreams and craft them into reality is 

stimulating and rewarding. When you teach leaders how to do that with their direct 

reports, you are beginning to create a legacy of motivated and productive employees. 

It doesn’t get much better than that! 

Susan Fowler 

Drea Zigarmi 

Ken Blanchard 

vi 

© 2012 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # 18014 • V033012



Goal Setting Training Design 

Activity Title Minutes Schedule 

1 Session Lead-In 15 

2 Welcome and Introductions 5 

3 Obstacles and Benefits 10 

4 Learning Objectives 5 

5 KRA, Goal, and Task Statement Sort—Part 1 20 

6 KRA, Goal, and Task Statement Sort—Part 2 15 

7 Maria Hernandez Case Study 20 

Break 10 

8 SMART Goals 60 

9 In Your Own Words 10 

Break 10 

10 SMART Goal Skill Practice 65 

11 Action Planning 14 

12 Closing 11 

T total Training Time 4 hours 30 minutes 

(includes Breaks) 

© 2012 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # 18014 • V033012 Preparation 5




Activity Description Minutes Schedule* 

1 Session Lead-In 

Ask participants to identify goals that are 

8:15 a.m.–8:30 a.m. 

relevant to them for use during the session. 15 12:45 p.m.–1:00 p.m. 

2 Welcome and Introductions 8:30 a.m.–8:35 a.m. 

Welcome and conduct participant introductions. 5 1:00 p.m.–1:05 p.m. 

3 Obstacles and Benefits 

Ask participants to discuss their thoughts about 

possible obstacles and challenges to goal setting. 

Next, discuss the benefits to goal setting. Share 

8:35 a.m.–8:45 a.m. 

the “rubber band” analogy. 10 1:05 p.m.–1:15 p.m. 

4 Learning Objectives 

Review purpose of the workshop and present 

learning outcomes. Present workshop norms. 

Review logistics. Introduce Ideas, Insights, 

8:45 a.m.–8:50 a.m. 

and Intentions. 5 1:15 p.m.–1:20 p.m. 

5 KRA, Goal, and Task Statement Sort—Part 1 

Introduce and define KRA, Goal, and Task 

Statements. Introduce the game plan. Ask 

partners to sort 20 statements into either KRA, 

8:50 a.m.–9:10 a.m. 

Goal, or Task categories. 20 1:20 p.m.–1:40 p.m. 

6 KRA, Goal, and Task Statement Sort—Part 2 

Ask participants to deepen their learning by 

once again sorting the 20 statements into four 

topic groups—Production, Health, Sales, and 

Training. Reinforce the importance of knowing 

9:10 a.m.–9:25 a.m. 

the differences between KRA, goal, and task. 15 1:40 p.m.–1:55 p.m. 

7 Maria Hernandez Case Study 

Introduce the case study that uses baseball as 

the subject. Present the case study resources. 

Ask partners to write an Achieve • Outcome • When 

goal statement for Maria. Ask pairs to share 

9:25 a.m.–9:45 a.m. 

statements with the large group. 20 1:55 p.m.–2:15 p.m. 

9:45 a.m.–9:55 a.m. 

Break 10 2:15 p.m.–2:25 p.m. 

* Two schedules are given: one is for a morning workshop, and the other is for an afternoon workshop. 

6 Preparation © 2012 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # 18014 • V033012




Activity Description Minutes Schedule 

8 SMART Goals 

Present the five fundamentals of SMART 

goal setting. Introduce SMART Questions 

cards. Conduct five skill practice rounds to 

allow partners to answer SMART Questions 

9:55 a.m.–10:55 a.m. 

and revise their goal statement for Maria. 60 2:25 p.m.–3:25 p.m. 

9 In Your Own Words 

Ask participants to stand up and share 

with a partner their key learning from 

the previous activities. Conduct three rounds 

of sharing, asking participants to repeat each 

10:55 a.m.–11:05 a.m. 

person’s key point with each round. 10 3:25 p.m.–3:35 p.m. 

11:05 a.m.–11:15 a.m. 

Break 10 3:35 p.m.–3:45 p.m. 

10 SMART Goal Skill Practice 

Ask participants to identify a KRA relevant to 

them. Ask them to write the KRA in the form 

of an Achieve • Outcome • When goal statement. 

Have partners provide guidance to each other to 

revise their KRA statement using the SMART 

Questions cards. Ask participants to use the 

SLII ® Leadership Styles 3 and 2 with their partner. 

Review the leadership styles if necessary. 

Review extra credit from partners who write 

11:15 a.m.–12:20 p.m. 

Performs Activity • How task statements. 65 3:45 p.m.–4:50 p.m. 

11 Action Planning 

Ask participants to create an action plan that 

identifies what ideas or behaviors they will 

commit to using in the next two weeks. Conduct 

12:20 p.m.–12:34 p.m. 

sharing of action plans with table groups. 14 4:50 p.m.–5:04 p.m. 

12 Closing 

Ask participants to reflect on and record their 

key learnings from the session. Ask for volunteers 

to share key insights. Summarize and close the 

12:34 p.m.–12:45 p.m. 

session. 11 5:04 p.m.–5:15 p.m. 

© 2012 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # 18014 • V033012 Preparation 7



Activity 1 

Session Lead-In 

15 minutes 

P u r p o s e ♦ ♦ ♦ 

Participants identify goals 

that are meaningful to them 

as a way to reinforce the 

workshop’s relevance. 

1. Conduct Session Lead-In large group 15 min. 

■■ 

Display visual aid 1—Goal Setting Challenge. 

■■ 

Greet participants as they enter the room and direct them to 

sit at a table. 

Refer to workbook page 1—Goal Setting Challenge. 

■■ 

Ask participants to complete the tasks listed on the visual aid 

before the workshop begins. 

© 2012 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # 18014 • V033012 ACTIVitieS 1



Activity 2 

Welcome and Introductions 

5 minutes 

P u r p o s e ♦ ♦ ♦ 

Participants are welcomed 

and engage in a discussion as 

a way of creating an active 

and participative environment 

from the beginning. 

1. Introduce Workshop large group 1 min. 

■■ 

Display visual aid 2—Welcome. 

■■ 

Welcome participants to Goal Setting. 

■■ 

Introduce yourself. 

■■ 

Give this direction … 

Welcome to the Goal Setting workshop. I am going to ask you a 

series of questions and, as I ask each question, please raise your 

hand if the answer is “yes.” 

■■ 

Ask these questions … 

Do you have a current personal or professional goal that is 

demotivating or getting you down just thinking about it 

Do you have a personal or professional goal you want to achieve 

over the next six months 

Do you manage or supervise someone who has a goal that is 

demotivating or getting them down 

Do you manage or supervise someone who has a personal or 

professional goal they want to achieve over the next six months 

Do you need a goal 

Do you manage someone who needs a goal 



Activity 2: Welcome and Introductions 


■■ 

Make these remarks … 

The reason I asked you these questions is because most of us either 

have or need a goal, or manage people who have or need goals. 

Goals are a reality and a necessity of organizational life. 

Yet, as common as goal setting is—or should be—most of us can 

do a much better job of bringing meaning to the process. That is 

why we are here today—to learn how to be more effective at goal 

setting and to bring meaning to the process. 

2. Set Up Introductions Activity large group 1 min. 

■■ 


I’d like you to take a few minutes to become better acquainted 

with the others at your table. Introduce yourself and share with 

your table group either a current goal you have identified as being 

challenging or demotivating to you or a goal that you would like to 

achieve in the next six months. 

3. Conduct Introductions Activity small groups 3 min. 

4 ACTIVitieS © 2012 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # 18014 • V033012



Activity 3 

Obstacles and Benefits 

10 minutes 

P u r p o s e ♦ ♦ ♦ 

Participants discuss the 

obstacles and benefits of goal 

setting as a way to shift their 

potentially unenthusiastic 

feelings about goal setting 

by first acknowledging their 

challenges and negative 

opinions, and then by 

highlighting potential 

benefits. 

1. Set Up Obstacles Discussion large group 1 min. 

■■ 

Display visual aid 3—Consider This … What is the problem 

with goal setting 

P r e p a r a t i o n ■ ■ ■ 

Have a rubber band available 

to use in step 4. 

R e f e r e n c e • • • 

Visual aid 3 is a four-part 

build. Click to reveal each of 

the bulleted questions. 

■■ 


Why don’t most leaders set effective goals Why do people 

find goal setting so difficult What are some of the obstacles to 

effective goal setting 

Refer to workbook page 2—Consider This …. 

■■ 


Take a minute to record your responses to these questions in your 

workbook on page 2. 

2. Conduct Obstacles Discussion large group 3 min. 

■■ 

Allow a minute for participants to record their answers. 

■■ 

Ask this question … 

What obstacles did you identify 



Activity 3: Obstacles and Benefits 


■■ 

Elicit responses, such as … 

• Not enough time 

• Objectives from management are unclear 

• Don’t have enough information to set goals 

• Don’t want to run the nonprofit like a business 

• Waste of time 

• Don’t know how 

• Don’t see the value in it 

• Constant changes make goals irrelevant 

■■ 


The list of reasons not to set goals is a good, long list. No wonder 

people prefer not to set goals—especially in the workplace 

where they may seem like a waste of time or an opportunity for 

highlighting failures. 

3. Set Up Benefits Discussion large group 1 min. 

R e f e r e n c e • • • 

Visual aid 4 is a two-part 

build. Click to reveal the 

subcategories. 

■■ 

Display visual aid 4—Consider This … What are the benefits 

of goal setting 





■■ 


Why bother to set goals What are the benefits of goal setting 

from the perspective of the individual, the leader, and the 

organization 

Refer again to workbook page 2—Consider This …. 

■■ 


Take a minute to record your responses in your workbook. 

4. Conduct Benefits Discussion large group 4 min. 

■■ 

Allow a minute for participants to record their answers. 

■■ 

Ask this question … 

What did you come up with for the benefits of goal setting 

■■ 

Elicit responses, such as … 

• A goal gives you a place to start 

• Without a goal, there is little hope for positive action 

• Objectives put your time into perspective—you know what is 

important and what isn’t 

• Goals help you assert your intentions when others are 

demanding a piece of your time 

R e f e r e n c e • • • 

Use a rubber band to provide 

this example. If you don’t 

have one, you can use an 

imaginary rubber band to 

simulate the demonstration. 

■■ 

Reinforce these ideas … 

Another important reason for setting goals is that goal setting 

sets up creative or dynamic tension that spurs you or others into 

action. Here is an example: As I stretch this rubber band, imagine 

the end of my left hand represents my current reality and the end 

in my right hand represents the outcome I want—the end result 

of achieving my goal. Simply by setting a goal, I create a dynamic 

tension. 





R e f e r e n c e • • • 

If participants are familiar 

with the Situational 

Leadership ® II or Needs 

Models, reinforce that it is 

difficult, if not impossible, 

to diagnose an individual’s 

development level without a 

clear goal. A good diagnosis 

demands a good goal. 

■■ 


These are excellent reasons to set goals—especially the notion that 

if you are managing others you need to begin the development and 

coaching process by agreeing on goals and expectations. 

Whether the tension is in this rubber band, or in my life as a goal, 

what does nature want to do with that tension Release it. To 

release the tension in this rubber band, I have two choices. I can 

let go of my goal—by releasing the end from my right hand. That 

can hurt! What may hurt even more is that by releasing the goal, I 

have not changed my current reality. I am stuck where I started. 

The other choice I have is to follow what has been called the path of 

least resistance. Notice as I move my left hand closer to my right, 

that I am releasing the tension. But, unlike the first scenario, I 

have moved closer to my goal and dramatically changed my current 

reality. 

If you are looking to create or control changes in your life, set a 

goal and follow the path of least resistance. As a manager, being 

an effective goal setter is a huge step toward more motivated and 

passionate employees. 

5. Summarize Activity large group 1 min. 

■■ 

Make these points … 

Although the list of potential benefits may not be as long as the list 

of potential obstacles, we hope you recognize that the positives of 

goal setting are so powerful that they outweigh the negatives. If 

that is not apparent yet, we hope to make the case for setting goals 

by the end of the session.

GOAL SETTING - Ken Blanchard

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