Every individual needs to set some goals towards the achievement of a desired result. Setting personal goals can provide greater achievement with the use of SMART (specific, measurable, attainable, realistic, and time-oriented) goals which help the individual focus on what they want to learn or achieve. The objective of using SMART goals is helping plan for relevant learning activities and to allow one measure the results and progress in achieving the learning goals (College of Nurses of Ontaroio, 2014).
This paper aims to help the author develop my own personal leadership development by learning how to use SMART goals effectively in achieving my learning objectives. My goal is to enhance my knowledge and skills on CPR by taking a training course that will help me become a certified CPR instructor that will help me impart my learning outcomes with my colleagues within the healthcare setting. Goal setting is a key factor in developing leadership skills because goals give a leader direction and focus on specific actions that can help achieve a desired result, implement effective strategies and develop realistic action plans with achievable results. With goal setting, a leader will be able to identify actions that are relevant to the target results. In order to help me develop my own personal strengths towards achieving my own leadership development, this paper will focus on developing my leadership SMART goals towards competency in delivering patient centered care, which is one of the initiatives of the Institute of Medicine's quality initiative for the healthcare profession competencies.
The advocacy of delivering patient centered care has been growing in the healthcare system with evidences providing for its effectiveness in helping patients recover more efficiently from their ailments. According to Shaller (2007), among the contributing factors towards patient centered care include leadership, strategic vision, involvement of the family members, systemic measurement and feedback and supportive technology. The concept of patient centered care is considered to be an important dimension for high quality health care service. Reflecting on these dimensions, Houser and Oman (2011) provide that there are essential dimensions of patient centered care that include the respect for the patient's values and expressed needs, coordination and integration of care, communication, information, education, physical comfort, involvement of family and friends and access to care.
In view of these concepts about delivering patient centered care, I have developed my own SMART goals towards developing my leadership skills. My specific goal is to become a CPR instructor by March 2016. This certification will enhance my training and skills in teaching my colleagues in providing quality life saving care to our patients in the event that they stop breathing. I aim to work collaboratively with experienced certified instructors. As an initial step, I have already completed the one day introduction to CPR for CPR instructors. This is the initial step that I take that is more specific as it requires a concrete action towards the attainment of my desired goals. To make a goal more specific, one needs to narrow down the focus in attaining the well defined areas through specific performance. A goal is specific if the objectives or plans involve what is to be done or achieved (Oh, 2015). My specific goal is to become a CPR instructor so that I can focus in delivering quality patient care by helping coordinate with my colleagues the integrated care that we can provide to save life in case of emergencies.
My performance and learning outcomes will be measured by practical exercises and by the written exams that will be given after the training session. This will provide me a feedback on how well I have learned and discover areas of improvements. My rating from the class will give me a tangible evidence on my learning progress and in determining whether I have accomplished my goals towards developing better skills and competency in my field of practice. The competency examination and clinical exercises will make my learning more measurable and observable that can indicate how far I have achieved towards the accomplishment of my goals.
A goal is attainable when there are resources available that can help develop one’s skills and performance within his area of practice. To be achievable the outcome must be something that is attainable and realistic. The person should feel challenged enough to develop the appropriate skills, knowledge and abilities that will allow the accomplishment of the steps to be carried out. If the goal is not attainable or achievable, there is a high chance of not accomplishing it. As a result, this can become a source of demotivation because the desired result is not practically achievable and no person will likely strive for goals that is not attainable.
As pointed out by Rouillard (2003), realistic goals are practical, possible, attainable and motivate people in reaching an achievable end. The objectives of the goal should be one that a person is willing and capable of accomplishing. There is no limit as to the level of one's learning goals. It can be high but realistic, provided that there is a possibility in its accomplishment. Setting a higher goal is more achievable because it provides a higher motivational force (Shields, et al., 2016). Realistic goals also translate to the applicable current role that one assumes in his profession. When setting realistic goals, it is crucial that one believes it is attainable and possible to be accomplished.
I have a strong belief that my goals are realistic because it has a valuable and practical application to my field of profession. I can also complete the training session with the support of my directors and peers. Once I become a CPR instructor I will be able to demonstrate leadership competency by teaching CPR to my co-workers and ensuring they are performing it correctly. Becoming a CPR instructor is a practical goal that I have chosen based on my current profession and relevance to the role I perform in line with my duties and responsibilities. A goal is realistic based on the person setting the goal (Cross Training, 2008). Within my own perspectives, I believe my goals are realistic because it is not only attainable and possible to accomplish, but it is also relevant to my field of work. I believe in my capabilities that I can impart my knowledge and skills significantly to my colleagues after I finish the training session. This is also a motivating factor that helps me pursue to accomplish the ends that I seek to achieve with my SMART goals.
A goal should also be time bound. This means that the goal should be with a specific time frame and a deadline. This is important in preventing one from delaying what could be done by taking the necessary action for the accomplishment of the goal. As a process, a goal that is time bound will encourage the consistent evaluation of one's progress and to motivate oneself towards the completion of the target goal. I set my goals to be accomplished by March 2016 by passing the three examinations and upon the validation of a certified instructor supporting my capability of becoming a competent CPR instructor and be issued a CPR instructor card. It is also essential that the time frame set for the goal is realistic. Within the given period it is possible for me to finish the training session and to assess my progress through the result of the examinations that I will be taking. My goals are time bound because it involves sufficient time to help me finish what I want to achieve, that is, to complete the training required to become a CPR instructor.
References
Carr, J.F. and Harris, D. (2009). Improving standards-based learning: A process guide for educational leaders. California: Corwin.
Cross Training (2008). Goals. Retrieved from http://www.crosstrainingsoftball.com/documents/goals.pdf.
Houser, J. and Oman, K.S. (2011). Evidence based practice. Canada: Jones and Bartlett Learning.
Oh, T. (2015). The SMART Marketing Workbook. Australia: OTS Management.
Rouillard, L. 2003. Goals and goal setting: Achieving measured objectives. USA: Crisp Publications.
Shaller, D. (2007). Patient-centered care: What does it take? The Commonwealth Fund. 1-26.
Shields, et al. (2016). Managing employee performance and reward: Concepts, practices, strategies. Australia: Cambridge University Press.
