Technical Sheet

Activity IdentificationDimensionNumber of ParticipantsDuration (minutes)
18 Goal SettingDECISION MAKING8 - 1225

The aim of the Activity

To teach the participants how to set a goal (short, medium and long-term) in a clear, concrete, realistic and evaluatable way. Being able to set motivational goals will enable the participant to reach a goal in any of the different areas in life he/she may have.

The goal setting activities work as a follow-up activity for each activity in the ‘Self-knowledge’, ‘World-Knowledge’ or ‘Transitional Skill’ dimensions’.

If they have not already completed any activities in the program and you want to use this activity right away, then you can ask them to choose a goal in order to do the exercise and then go through the SMARTE model afterwards.


Print the handout 18A SMARTE Goals and 18B SMARTE Goals Guiding Questions. One for each participant.

Choose any activity (e.g., in the programme and follow up with the SMARTE Goal Setting Model.


When it comes to setting goals, and if the participants have already formulated a goal that they want to pursue, then you can start with an ‘idea phase’ and brainstorm all the possibilities for future pursuits for the next month.

Ask them these questions to get the process started:

  • What sort of activities are you most passionate about?
  • What do you often dream or fantasise about?
  • What do you want to be known for?
  • What is your purpose or mission in life?

If the participants have many goals, then help them prioritise the goals by rating each of them on a scale from 1-10 symbolising the goals that are most important to less important.

  1. Introduce the SMARTE Goals activity to the participants using one relevant example or use the SMARTE goal handout which provides an example.
  2. Ask the participants to choose a goal using the SMARTE model that fits with the exercise from the programme.
  3. Ask the participants to fill in the SMARTE One for each goal (and a maximum of 3 goals)

Once the participants have completed the exercise, ask them to reflect upon what they learned.

Observations / Suggestions

When working with more than one goal, it is important to prioritise them to become aware of which goals are the most important. Among the various goals of the participants, it can be important to help them evaluate the goals on a scale from 1-10, ranking them from most important to least important.