Strategic Goals
What follows in this report is the Final Project for this class. There will be several questions that are answered as part of this final project. First up will be two to three short-term goals. These are goals that are expected and desired to be completed over the next year to four years. After that will be two to three long-term goals. These are goals that are to be completed and realized over the next fifteen to twenty years. There will be a brief explanation as to why defining short-term and long-term goals is important. Finally, there will be an identification and sharing of the resources that the author of this report might use to help define organization goals that are relevant, complete and defined. While planning five to twenty years down the road may seem too abstract or unreasonable to some, it is important to define both short- and long-term goals when leading and operating an organization, no matter the size and scope of said organization.
Analysis
One short-term goal for the organization would be to grow at least twenty-five percent over the next four to five years. This is a growth rate of five to six percent over the time window in question. This is not a terribly lofty goal and should be easily attainable. Indeed, perhaps that goal can be raised to fifty percent depending on eventual performance. However, a goal of twenty-five percent over five years is entirely rational. The goal can be adjusted upward (or downward) based...
Goal-Setting & Task Performance In the journal article "Managing time: the effects of personal goal setting on resource allocation strategy and task performance," authors Strickland and Galimba (2001) centered their discussion on the relationship between goal setting and task performance among undergraduate students. Using an experimental design for the study, the authors explored whether goal-setting influences task performance or not. Furthermore, they also determined whether there are differences between the task
Goal setting is a powerful process for thinking about your ideal future and for motivating yourself to turn your vision of this future into reality" (Personal goal-setting, 2011, Mind Tools). Many people have said that they key to achieving long-term goals is to achieve a series of short-term goals. After all, there is only one way to scale a mountaintop -- step-by-step! "When you have determined where you want
My goal is to continuously work as hard and honest as I can to achieve my additional long-term goal, which is to climb the corporate ladder. Opportunities will arise where I have to prove myself and push to the next level, and I am prepared to do this. I have selected this goal because it fits my personality, my ambition, my interests, and is the career that I want
Locke's Goal-Setting Theory Most people want and need to know what is expected of them in the workplace, and Locke (1964) proposed that goal-setting theory can help explain why. Subsequently, Locke (1996) conceptualized goals as being the objective or purpose that serves to guide individual actions at work (Perrone & Smith, 2003). The main points of Locke's goal-setting theory are as follows: Specific high goals lead to higher performance than setting
Running Head: Classroom SimulationClassroom Simulation 7Classroom SimulationSetting up the classroomSetting up the classroom will begin with a proper review of each child�s IEP, together with detailed attention to the children�s goals, accommodation, exceptionalities, and provisions. The goals would provide knowledge if there is a need to collect data; a provision will identify students who require special needs. In contrast, accommodation will enable the evaluation of students who may need preferential
Leadership in 21st Century Support Systems Conducting learning activities without assessing the success of those activities is like driving a vehicle without a clean windshield and a rear-view mirror. The instructor can still steer, put on the gas and brakes, but if the instructor cannot clearly see the road ahead and what is behind, this could be an exercise in futility, leaving learning by the roadside. Indeed, assessments have become a
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