At this time there appears to be little consistency in the way LBS college programs are defining goals. This is an issue that clearly needs to be studied further.

Some programs identified specific needs to help learners set realistic, achievable goals:

• workshops that guide the student through goal investigation
• a mechanism for reassessing goals
• counselling available to assist with goal-setting

Effective goal-setting approaches

Other programs felt they were doing this well. What seems to work is a strong focus on initial goal-setting and a systematic process for follow-up.

Comments are summarized below:

• Learners participate in a goal-setting and career search program before beginning literacy and numeracy or at least in the first weeks of literacy and numeracy. Most seem to develop workable goals as a result of exercises they go through.
• The Employment Training Readiness program and the Focus program enable students to set realistic goals as well as develop skills to assist them in getting their personal lives in order so that when they enter academic upgrading they are prepared for the work ahead of them.
• Alternatives need to be presented early in their programs via portfolio development, essential skills, bridges and mentors.
• Learners may begin with unrealistic goals. However, if a program demands progress, meeting of outcomes and regular attendance, goals are quickly modified to become more realistic.
• If reviews of their training plans occur on a regular basis and a discussion of practical options and alternatives happens, goal-setting doesn’t prove to be a significant problem for the majority of students.
• This can be done in incremental stages such as in student advising that looks at the rate of progress as compared to the average speed that other students complete material. Looking at what is involved in managing a post secondary is also a good eye-opener.

See Appendix E for a brief description of how goal-setting is delivered at one college.