objective setting: helping your trainees to set clear … · by knowing what trainees want to...

OBJECTIVE SETTING: HELPING YOUR TRAINEES TO SET

CLEAR GOALS

Dr Richard Cooke and Dr Jenifer Mason

EDUCATIONAL SUPERVISOR AND TRAINEE PERSPECTIVES

OBJECTIVE SETTING: FROM DIFFERENT ENDS OF THE SPECTRUM

SEEKING INSPIRATION……YOU TUBE

https://www.youtube.com/watch?v=oR_gnzY3UgA

SEEKING INSPIRATION……YOU TUBE

No particular goals

OR

Goals aimed impossibly

high

UNDER ACHIEVERS

ACHIEVERS

Goals realistic and attainable

ACHIEVERS

Goals realistic and attainable

Personal targets

ACHIEVERS

Goals realistic and attainable

Personal targets

More challenging goals prompts higher achievement

In the eye of the beholder

Educational supervisors role is to assist trainee in setting reasonable goals for themselves

CHALLENGING GOALS

“No wind is favourable if one does not know to which port one is sailing”.

Chinese Proverb

SETTING GOALS NEEDS A SENSE OF DIRECTION

Allows trainees to choose

→ The direction of their training

→ What they want to achieve

WHY SET GOALS?

By knowing what trainees want to achieve

→ Allows them to focus

→ Allows them to improve

WHY SET GOALS?

Provides vision

→ Short term

→ Long term

WHY SET GOALS?

→ Step by step

Setting Goals : Smaller is Better

→ Step by step

→ Learn from mistakes

Setting Goals : Smaller is Better

→ Step by step

→ Learn from mistakes

→ Reasonable, manageable, realistic (if work hard enough)

Setting Goals : Smaller is Better

→ Step by step

→ Learn from mistakes

→ Reasonable, manageable, realistic (if work hard enough)

→ Build on one another

Setting Goals : Smaller is Better

→ Step by step

→ Learn from mistakes

→ Reasonable, manageable, realistic (if work hard enough)

→ Build on one another

→ Allow for immediate success

Setting Goals : Smaller is Better

→ Step by step

→ Learn from mistakes

→ Reasonable, manageable, realistic (if work hard enough)

→ Build on one another

→ Allow for immediate success

→ Can be accomplished quickly

Setting Goals : Smaller is Better

→ Step by step

→ Learn from mistakes

→ Reasonable, manageable, realistic (if work hard enough)

→ Build on one another

→ Allow for immediate success

→ Can be accomplished quickly

→ Rapid gain in confidence

Setting Goals : Smaller is Better

↑ Academic performance

↑ Motivation

↑ Pride and satisfaction in performance

↑ Self-confidence / self-belief

Outcomes for Good Goal Setting

Set standards

Measure achievement

Record progress

Trainee has a say in goal setting

Effective Goal Setting

Expect faster progress in learning

skills and great interest in topic

Encourages trainee involvement

Must be specific, not general

Small Goals

→ Express goals positively

Effective Goal Setting

→ Express goals positively

→ Be accurate (eg. dates/times)

Effective Goal Setting

→ Express goals positively

→ Be accurate (eg. dates/times)

→ Set priorities if several goals

Effective Goal Setting

→ Express goals positively

→ Be accurate (eg. dates/times)

→ Set priorities if several goals

→ Write them down!

Effective Goal Setting

→ Express goals positively

→ Be accurate (eg. dates/times)

→ Set priorities if several goals

→ Write them down!

→ Trainee must have control over goals set

Effective Goal Setting

→ Express goals positively

→ Be accurate (eg. dates/times)

→ Set priorities if several goals

→ Write them down!

→ Trainee must have control over goals set

→ Measurable (adjust, analyse, etc)

Effective Goal Setting

LEARNING OBJECTIVES AND OUTCOMES

Learning objectives

Curriculum based

Should/could/must

Learning outcomes

Trainee able to know/understand/

to do

Educational environment needs to reflect trainees’

Needs

Capabilities

Preferred ‘learning styles’

Differentiation

Use variety of teaching approaches

Accommodate different abilities and learning preferences

Differentiation

Grouping with specific trainee/consultant

Teach and practice cycles

Variation of resources available

Questioning

Styles of presentation

Examples of Differentiation

Objective Setting The Trainee Perspective

15 Educational Supervisors and 23 Trainees

Asked to state if their Learning or Training Agreements included (Standard: 100% compliance):

Training objectives for the acquisition of skills

Training objectives for the acquisition of knowledge

How the training placement will help achieve these objectives

Formal training required

Trainee and Supervisor responsibilities

Objective setting: Results from Audit of Trainees and Supervisors

0

10

20

30

40

50

60

70

80

90

100

Trainingobjectives for the

acquisition ofskills

Trainingobjectives for the

acquisition ofknowledge

How the trainingplacement willhelp achieve

these objectives

Any formaltraining required

Responsibilitiesof the trainee

Responsibilitiesof the trainer

Learning/Training Agreement

Supervisors

Trainees

“Lack of awareness of trainee needs”

“It is true that we set our objectives at the beginning of the rotation and there were

some specific areas that I needed to concentrate on. Unfortunately, I don't think my supervisor remembers those

and encouragement and supervision to develop in those areas have been

minimal” “THERE WAS NO SIGNED DOCUMENT

BUT I MET WITH TRIANEES AND DISCUSSED THE CURRICLUM ,

LEARNING OBJECTIVES AND GAVE THEM A PLAN HOW THESE CAN BE

ACHIEVED” “The main obstacle to supervising the educational process is the fact that the curriculum changes so frequently it can

be difficult to keep up with their changing educational needs”

Some conflict over assumed and prejudiced ideas of stage of training and what a trainees ability should be at each stage. i.e. "I didn't realise you were only

ST2." "Another trainee at your stage was doing this much, you should work harder."

Scenario 1:

ST 1 Trainee, no prior experience in your specialty

It is your first meeting with the trainee

Scenario 1:

Final Year Trainee, post-FRCPath

It is your initial meeting with the trainee

SCENARIOS TO DISCUSS

What is your approach to setting learning objectives?

What resources will you use to guide you and the trainee?

What language will you use?

How will your record the objectives?

How will you monitor progress?

How will you measure achievement?

Scenarios: Things to consider

Driven by curriculum and formal examination (OSPE, Part 1)

Led predominantly by Educational Supervisor

Predominantly focus on knowledge and skills objectives

Language: describe/explain/demonstrate

Likely to need regular supervision to ensure objectives remain relevant and achievable and to monitor progress

SCENARIO 1: ST1

Driven by curricula and trainee interests, career aspirations etc

Led predominantly by the trainee

Predominantly skills and attitudinal objectives

Language: Competence/behaviour/applies/evaluates

Trainee likely to have more autonomy over setting learning objectives and achieving objectives

SCENARIO 2

When setting objectives be SMART!

Specific

Measurable

Achievable

Relevant

Time-bound

SUMMARY