How to effectively use the SMART Goals in Coaching?
Learn how to use the SMART goals approach in coaching conversation. This is useful as you are starting our in your coaching journey to learn some basics in coaching. This lesson is part of Level 1 Professional Coaching, intended for coaches to develop strong fundamentals in this coaching toolkit.
As a coach, you have helped your client gain clarity around their desired outcomes and taken their insights into action. Now, during the actioning phase, it's time to elicit SMART goals. SMART is an acronym for Specific, Measurable, Achievable, Relevant, and Time-bound. These criteria are vital for setting effective goals that can be achieved within a specific time frame.
Specific goals are clear, concise, and well-defined. As a coach, you need to help your client define their goals in a way that leaves no room for ambiguity. Measurable goals allow you to track progress, which is essential for staying on course and making necessary adjustments. As a coach, you should help your client break their goals into smaller, measurable steps to make progress more tangible.
Achievable goals are realistic and attainable. They should challenge your client, but not be so out of reach that they lose motivation. As a coach, you need to help your client set goals that are within their reach while pushing them to step outside of their comfort zone.
Relevant goals are aligned with the client's values and long-term objectives. As a coach, you need to help your client understand the importance of their goals and how they fit into their larger life plan. By setting goals that align with their values and objectives, clients are more likely to stay motivated and committed to achieving them.
Time-bound goals are set within a specific time frame. As a coach, you need to help your client set deadlines for achieving their goals. This helps create a sense of urgency and accountability, which can be a powerful motivator.
To effectively use SMART goals in coaching, you need to work collaboratively with your client to help them define specific, measurable, achievable, relevant, and time-bound goals. As a coach, you should encourage your client to break their goals down into smaller steps, track their progress, and make adjustments as needed. You should also help your client stay motivated by reminding them of the relevance and importance of their goals.
SMART goals are an essential tool for effective coaching. As a coach, you need to help your client set clear and well-defined goals that are specific, measurable, achievable, relevant, and time-bound. By doing so, you can help your clients stay focused, motivated, and committed to achieving their desired outcomes.
How did the SMART goals come about?
The concept of SMART goals was first introduced in the early 1980s by George T. Doran, a consultant and former Director of Corporate Planning for Washington Water Power Company. In a paper titled "There's a S.M.A.R.T. Way to Write Management's Goals and Objectives," Doran outlined a framework for setting effective goals and objectives in business management. The concept of SMART goals has since been adapted and applied to a variety of fields, including coaching. The acronym SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound, and it has become a widely recognized and popular framework for setting goals that are clear, actionable, and effective.
A summary of George T. Doran’s paper
George T. Doran's paper titled "There's a S.M.A.R.T. Way to Write Management's Goals and Objectives" was published in the November 1981 issue of Management Review. The paper proposed a framework for writing effective and achievable goals and objectives in the business world, which he called S.M.A.R.T. (Specific, Measurable, Assignable, Realistic, and Time-related). The framework was designed to provide clear and concise guidelines for managers and employees to set goals that were meaningful, achievable, and aligned with the organization's mission and vision. The paper gained popularity and has since been widely used in various fields, including coaching, to help individuals set and achieve their goals.
Specificity is important because it allows for clear understanding of what is expected.
Measurability ensures that progress can be tracked and success can be assessed.
Achievability ensures that the goal is realistic and can be accomplished with the available resources.
Relevance ensures that the goal is aligned with larger organizational objectives.
Time-bound ensures that there is a clear deadline for achieving the goal.
Doran suggests that using the SMART approach to goal setting can help managers and organizations achieve greater success. The approach can be applied to a wide range of objectives, from personal development goals to organizational strategy. The paper has become widely cited in the fields of management, leadership, and coaching, and the SMART framework has been adopted as a standard for setting goals and objectives in many organizations.
What are some of the criticism of SMART goals?
While the SMART goal framework has been widely used in coaching, there are some criticisms and objections to its application. Here are some potential problems or objections with SMART goals:
Overemphasis on Specificity: The emphasis on specificity may cause people to focus too much on the details and overlook the big picture. This can lead to a narrow focus that doesn't allow for creativity or exploration of alternative solutions.
Unrealistic Goals: If goals are not realistic, they can lead to frustration, demotivation, and a sense of failure. SMART goals do not necessarily address the issue of setting realistic goals.
Lack of Flexibility: Once a goal has been set using the SMART framework, it can be difficult to adjust or modify the goal if circumstances change. This lack of flexibility can limit a person's ability to adapt to changing circumstances.
Focus on Short-term Goals: SMART goals are often used to set short-term objectives rather than long-term goals. This can result in a lack of vision or direction for the future.
Disregard for Context: SMART goals are sometimes set without considering the context in which they will be achieved. This can lead to goals that are disconnected from the broader context or that ignore relevant factors.
It's important to note that these objections are not inherent flaws of the SMART framework, but rather potential issues that can arise if the framework is not applied thoughtfully and with consideration for individual circumstances.
Are there other supporting evidence for the effective use of SMART goals in coaching? Here are some studies that share some insights on the employment of these goal setting strategies.
Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice-Hall.
This study is a seminal piece of research on goal setting and task performance, and was conducted by Edwin A. Locke and Gary P. Latham. It proposes a theory of goal setting that has since become known as the "goal-setting theory". The authors suggest that setting specific and challenging goals leads to higher levels of performance than setting vague or easy goals, and that feedback and commitment to the goals also play important roles.
Kleimann, M. (2006). The effectiveness of the SMART goal-setting concept in controlling athletic training intensity. Journal of Strength and Conditioning Research, 20(2), 301-306.
This study investigated the effectiveness of the SMART goal-setting concept in controlling athletic training intensity. The participants were 31 male and female collegiate athletes, who were randomly assigned to either a SMART goal-setting group or a control group. The results showed that the SMART group had significantly higher training intensities than the control group.
Kanfer, R., & Ackerman, P. L. (1989). Motivation and cognitive abilities: An integrative/aptitude-treatment interaction approach to skill acquisition. Journal of Applied Psychology, 74(4), 657-690.
This study proposed an "aptitude-treatment interaction" approach to skill acquisition, which suggests that the effectiveness of a particular instructional method (or "treatment") depends on the learner's abilities (or "aptitudes"). The authors suggest that the SMART goal-setting concept may be an effective treatment for learners with high levels of cognitive ability, but less effective for those with lower levels of cognitive ability.
Lee, M. S., Kim, Y., & Park, M. (2015). The effects of goal-setting interventions on academic achievement in undergraduate students: A systematic review and meta-analysis. Studies in Higher Education, 40(8), 1596-1619.
This study conducted a systematic review and meta-analysis of goal-setting interventions on academic achievement in undergraduate students. The authors found that goal-setting interventions had a small but positive effect on academic achievement, and that the effect was greater when the goals were more specific and challenging.
Brouwers, J., van Eerde, W., & Rutte, C. (2004). Investigating the factor structure of the Goal Orientation Questionnaire. European Journal of Psychological Assessment, 20(3), 233-241.
This study investigated the factor structure of the Goal Orientation Questionnaire, which assesses individuals' goal orientations (i.e., their tendency to focus on different types of goals, such as learning goals or performance goals). The authors found that the SMART goal-setting concept was positively related to individuals' learning goal orientation, suggesting that individuals who set specific and challenging goals may be more likely to have a learning goal orientation.
How do we practice using the SMART goals?
Here are some steps you can take to practice these goals:
Set up a coaching session with a client and discuss their desired outcome. Help the client to clarify what they want to achieve.
Once the client has clarity about their desired outcome, help them to break it down into specific goals. Ask questions to elicit specific details such as who, what, when, where, and how.
Guide the client to ensure that the goals are Specific, Measurable, Achievable, Relevant, and Time-bound. For example, if the client's desired outcome is to lose weight, a SMART goal could be: "I will lose 10 pounds in the next 2 months by going to the gym 3 times a week and eating healthy."
Help the client to visualize and internalize their SMART goals. Encourage them to write their goals down, keep them visible, and track their progress.
During subsequent coaching sessions, review progress towards the SMART goals with the client. Discuss any obstacles or challenges they have encountered and help them to adjust their goals if necessary.
Celebrate successes with the client when they achieve their SMART goals. Encourage them to set new SMART goals to continue their progress towards their desired outcome.
What are some question examples I can ask for SMART?
Specific:
What exactly do you want to accomplish?
What are the details of the goal?
Can you describe the goal in more specific terms?
What are the key components of the goal?
Measurable:
How will you measure progress towards the goal?
How will you know when the goal is achieved?
What metrics will you use to determine progress towards the goal?
What evidence will demonstrate that you have achieved the goal?
Achievable:
Is the goal realistic and attainable given the resources available?
What are the potential barriers to achieving the goal?
What steps can you take to overcome these barriers?
Is the goal a stretch but still within reach?
Relevant:
How does this goal align with your overall objectives?
Why is this goal important to you?
How will achieving this goal contribute to your personal or professional growth?
How does this goal fit into the bigger picture of your life or career?
Time-bound:
What is the deadline for achieving the goal?
Is the timeline realistic given the scope of the goal?
What milestones need to be achieved along the way?
How will you stay on track to meet the deadline?
What are some additional strategies I can use to improve my employment of SMART goals?
Practice active listening: Active listening is crucial in helping the client to come up with SMART goals. Listen carefully to what the client is saying, and ask open-ended questions to gain more clarity.
Encourage specificity: When the client is creating their SMART goals, encourage them to be as specific as possible. This will help them to create goals that are clear and measurable, making it easier to track progress.
Use positive language: Encourage the client to use positive language when creating their SMART goals. Instead of focusing on what they don't want, encourage them to focus on what they do want. For example, instead of saying "I don't want to be overweight", encourage them to say "I want to achieve a healthy weight."
Use visual aids: Visual aids such as charts, diagrams, or mind maps can be useful in helping the client to create and track their SMART goals. These aids can help the client to see their progress visually, making it easier to stay motivated.
Review progress regularly: It's important to review progress regularly to ensure that the client is on track to achieving their SMART goals. This will help you to identify any obstacles or challenges that the client is facing and make adjustments as needed.
Celebrate successes: Celebrate when the client achieves their SMART goals. This will help to build momentum and motivate the client to continue working towards their goals.
Here is a simplified example of how SMART goal can be used in a coaching conversation. In this example we will use the theme of productivity to help the client gain some clarity around their goals.
Coaching Example 1 on SMART Goal (Theme: Productivity)
Coach: Hi there, thanks for joining me today. So, what would you like to work on during our coaching session?
Client: I've been feeling really overwhelmed at work and I want to start managing my time better so I can be more productive.
Coach: Great, that's a common challenge. Let's start by setting a specific goal. What exactly do you want to achieve?
Client: I want to spend less time on non-essential tasks and more time on high-priority tasks.
Coach: Okay, that's a good start. Let's make that goal specific by adding some details. How much time would you like to spend on non-essential tasks, and how much time on high-priority tasks?
Client: I'd like to spend no more than 2 hours a day on non-essential tasks, and at least 4 hours a day on high-priority tasks.
Coach: Excellent, that's a specific and measurable goal. Let's move on to the next step, which is making it achievable. What steps can you take to make sure you're able to meet these time goals?
Client: I could start by identifying which tasks are high-priority and which are not. Then I could set a timer for 2 hours to make sure I don't spend too much time on non-essential tasks. I could also try to delegate some of the non-essential tasks to others on my team.
Coach: Those are great strategies, and they make your goal more achievable. Now let's make sure your goal is realistic. Do you feel that you can realistically spend 2 hours or less on non-essential tasks and at least 4 hours on high-priority tasks every day?
Client: Yes, I think that's a realistic goal for me.
Coach: Perfect. Now we just need to make sure it's time-bound. When would you like to achieve this goal by?
Client: I'd like to start implementing these changes immediately and see results within the next 2 weeks.
Coach: Alright, that's a great timeframe. So, just to recap, your SMART goal is to spend no more than 2 hours a day on non-essential tasks, and at least 4 hours a day on high-priority tasks. You will achieve this by identifying which tasks are high-priority and which are not, setting a timer for 2 hours, and delegating non-essential tasks to others. You feel that this goal is realistic, and you'd like to see results within the next 2 weeks. Is that correct?
Client: Yes, that's right.
Coach: Excellent, we've set a SMART goal. Now let's work on the steps you need to take to achieve that goal.
Coaching Example 2 on SMART Goal (Theme: Career)
Coach: So, what are your career goals?
Client: I want to be promoted to a management position within the next two years.
Coach: Great, that's a good goal. Let's break it down into SMART goals. Can you make it specific?
Client: Yes, I want to become the team leader of my department.
Coach: Excellent. How about measurable? How will you measure your progress towards this goal?
Client: I will measure it by how many leadership skills I've developed, how many projects I've successfully completed, and how many people I've led.
Coach: Okay, that sounds like a good plan. Let's make it actionable. What steps can you take to achieve this goal?
Client: I can start by taking on more responsibility in my current role and volunteering to lead projects. I can also take leadership training courses and read books on leadership.
Coach: Perfect, now let's make it realistic. Is this goal attainable and relevant to your career path?
Client: Yes, I think it's attainable with hard work and dedication. And it's definitely relevant to my career path.
Coach: Excellent. Finally, let's make it time-bound. When do you want to achieve this goal?
Client: I want to become a team leader within the next two years.
Coach: Great, now that we have a SMART goal, let's discuss your progress towards achieving it in our next coaching session.
These examples are simplified versions of a coaching conversation. In actual conversations, there would be added layers of complexity and finesse in the conversation where the coach would have to apply coaching mindset and judgement to effectively lead the conversation well.
Have a go at it. Try practicing the SMART goals. Reflect and get feedback from your coach supervisors. If you would like to learn more about SMART goals and apply advance techniques on it or would like some coaching around it, you can reach out to me for additional learnings and deep dive.
“Effective Coaching begins with building a deep reflective practice and a teachable spirit. ”
