Preparing for Skill-Development Exercise 1 For this exercise, you will first work at improving…

Preparing for Skill-Development Exercise 1 For this exercise, you will first work at improving objectives that do not meet the criteria for objectives. Then you will write nine objectives for yourself. Part 1. For each objective below, identify the missing criteria and rewrite the objective so that it meets all essential criteria. When writing objectives, use the model: To + action verb + singular, specific, and measurable result + target date

1. To improve our company image by year-end 2010. Criteria missing: Improved objective:
2. To increase the number of customers by 10 percent. Criteria missing: Improved objective:
3. To increase profits during 2010. Criteria missing: Improved objective:
4. To sell 5 percent more hot dogs and soda at the baseball game on Sunday, June 13, 2010. Criteria missing: Improved objective: Part 2. Write three educational, personal, and career objectives you want to accomplish. Your objectives can be as short term as something you want to accomplish today, or as long term as 20 years from now. Be sure your objectives meet the criteria for effective objectives. Educational objectives:

Doing Skill-Development Exercise 1 in Class Objective To develop your skill at writing objectives. The primary AACSB learning standard skill developed through this exercise is analytic skills—-students learn to set goals. Preparation You should have corrected and have written objectives during the preparation before class. Experience You will get feedback on how well you corrected the four objectives and share your written objectives with others. Options (8–20 minutes)

A. The instructor goes over suggested corrections for the four objectives in part 1 of the preparation, and then calls on class members to share their written objectives with the class in part 2.

B. The instructor goes over suggested corrections for the four objectives in part 1 of the preparation, and then the class breaks into groups of four to six to share their written objectives.

C. Break into groups of four to six and go over the corrections for the four objectives in part 1. Tell the instructor when your group is done, but go on to part 2, sharing your written objectives, until all groups are fi nished with the four corrections. The instructor goes over the corrections and may allow more time for sharing objectives. Give each other feedback for improving your written objectives during part 2. Conclusion The instructor may lead a class discussion and/or make concluding remarks. Apply It (2–4 minutes) What did I learn from this experience? How will I use the knowledge in the future? Sharing In the group, or to the entire class, volunteers may give their answers to the “Apply It” questions.