background preloader

SMART criteria

SMART criteria
Mnemonic, giving criteria to guide in the setting of objectives SMART is a mnemonic acronym, giving criteria to guide in the setting of objectives, for example in project management, employee-performance management and personal development. The letters S and M generally mean specific and measurable. Possibly the most common version has the remaining letters referring to achievable (or attainable), relevant, and time-bound. However, the term's inventor had a slightly different version and the letters have meant different things to different authors, as described below. The first-known use of the term occurs in the November 1981 issue of Management Review by George T. Often the term S.M.A.R.T. History[edit] The November 1981 issue of Management Review contained a paper by George T. Ideally speaking, each corporate, department, and section objective should be: Specific – target a specific area for improvement. Current definitions[edit] Additional criteria[edit] Alternative acronyms[edit]

La taxonomie de Bloom et la créativité La véritable création commence où finit le langage. (Arthur Koestler) Malgré l’abandon des programmes d’études reposant sur des objectifs spécifiques, la taxonomie de Bloom reste utile. Les échelons supérieurs de la classification de Bloom correspondent justement à la créativité que le renouveau pédagogique vise à développer et qui constitue le meilleur salut pour l’avenir des élèves. Comme la taxonomie de Bloom repose sur des verbes d’action fort appropriés dans un contexte d’acquisition de savoir-faire, j’ai préparé un aide-mémoire graphique. (Sources : A. Mise à jour, 16 mars 2007 | En relisant mon texte, je m’aperçois que j’ai oublié d’ajouter le paragraphe se rapportant plus précisément à la créativité. Mise à jour, 27 juillet 2009 | Andrew Churches fait une intéressante adaptation de la taxonomie de Bloom appliquée aux actions associées aux nouvelles technologies de la communication (Tech & Learning: Bloom’s Taxonomy Blooms Digitally).

Goal setting Goal setting involves the development of an action plan designed to motivate and guide a person or group toward a goal.[1] Goal setting can be guided by goal-setting criteria (or rules) such as SMART criteria.[2] Goal setting is a major component of personal-development and management literature. Studies by Edwin A. Locke and his colleagues have shown that more specific and ambitious goals lead to more performance improvement than easy or general goals. The goals should be specific, time constrained and difficult. The theory states that the simplest most direct motivational explanation of why some people perform better than others is because they have different performance goals. History[edit] Cecil Alec Mace carried out the first empirical studies in 1935.[6] Edwin A. Concept[edit] Goals that are difficult to achieve and specific tend to increase performance more than goals that are not.[10] A goal can be made more specific by: Setting goals can affect outcomes in four ways:[11] Choice

Paying for College Guides - SimpleTuition The recent financial crisis has played out all over the world – and in our home as well. Fortunately, our jobs have not been affected at this point; however, concerns over the availability of future college funds, the increasing tuition costs, and the impacts of state budget cuts on universities and colleges are playing a role in our plans. The financial events of the past few months along with a declining economy have a lot of us re-thinking our spending and strategizing for the coming months. In October, our family sat down to discuss how these turn of events may affect areas of our lives. Jake’s university was proactive in sending out communications to students and parents about the financial status of the school and identified areas that may be put on hold (e.g., construction projects) or steps to be taken that would strengthen their position (e.g., up to 600 part-time or non-tenure professor cuts). We discussed this option with Jake as one of our potential alternatives.

Common European Framework of Reference for Languages The Common European Framework of Reference for Languages: Learning, Teaching, Assessment,[1] abbreviated in English as CEFR or CEF or CEFRL, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries. It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe. In November 2001, a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability. The six reference levels (see below) are becoming widely accepted as the European standard for grading an individual's language proficiency. Development[edit] The CEFR is also intended to make it easier for educational institutions and employers to evaluate the language qualifications of candidates to education admission or employment.

La formation des salariés : principes généraux Dernière mise à jour le 12 mars 2014 Synthèse Quelles que soient la forme et la durée de son contrat de travail, le salarié peut se former en tout ou partie pendant le temps de travail. Le statut du salarié pendant la formation - c’est-à-dire sa rémunération, sa protection sociale, ses obligations à l’égard de l’employeur ou encore le mode de prise en charge des coûts de la formation - dépend du cadre juridique dans lequel il se trouve : plan de formation de l’entreprise, congé individuel de formation (CIF), droit individuel à la formation (DIF) auquel se substituera, à compter du 1er janvier 2015, le compte personnel de formation, validation des acquis de l’expérience (VAE), périodes de professionnalisation, etc A savoir A l’occasion de son embauche, le salarié est informé qu’il bénéficie tous les deux ans d’un entretien professionnel avec son employeur consacré à ses perspectives d’évolution professionnelle, notamment en termes de qualifications et d’emploi. Sommaire Fiche détaillée

4.3 Goal Setting: Plans for Progress – No Limits Too many times, students start college without any end goal in mind. Taking the time to think about what you want and how you plan to get there is a useful exercise as you begin something as important as starting college. Now, that is not to say that goals and plans do not change along the way; goal setting should be viewed as a process that includes evaluating the results of a plan to determine if you need to modify your plans or goal. Goals Motivate By… Directing attention—What do I need to do? Adapted from Dembo & Seli (2008) Long-term goals, like graduating from college, can be very overwhelming, and sometimes it is hard to see the end in sight or the pay-off. Figure 4-3. Most often, people indicate that they have a goal much like a New Year’s Resolution in which we verbalize what we are striving for and then typically it stops there with no real thought into how to get there. The most important step is to identify and define your goal carefully. Be S.M.A.R.T. about Your Goals

Unigo: Staying on Top of your College Submissions Timeline « College and Career Readiness Unigo: Staying on Top of your College Submissions Timeline Expert NETWORK Column Week of April 18, 2011 The Unigo Expert Network is a group of top education experts from across the USanswering questionssubmitted by students and parents about college admissions and succeeding after high school. See answers from the Dean of Admissions from University of Pennsylvania, Wesleyan, and have your questions answered at “As a junior looking to stay on top of my college admissions timeline, what are the most important things for me to be doing before senior year starts?” Don’t miss answers by the Dean of Admissions from University of Pennsylvania, Wesleyan, and more – at www.unigo.com/expertnetwork. About the Unigo Expert NETWORK: The Unigo Expert Network is a group of top education experts across the US dedicated to the success and well-being of high school students as they make the transition to college life. Back to the Article

Anki - powerful, intelligent flashcards Teacher's Top 100 Books for Children The following list was compiled from an online survey in 2007. Parents and teachers will find it useful in selecting quality literature for children. Charlotte’s Web by E.B. White Where the Wild Things Are by Maurice Sendak The Giving Tree by Shel Silverstein Green Eggs and Ham by Dr. Seuss Good Night Moon by Margaret Wise Brown I Love You Forever by Robert N.

Related: