I am exceptionally lucky.  I have learned how to develop goals- but more importantly- how to achieve them.

When I was a tyke, I knew that I wanted to invent an artificial kidney.  Yeah, I know, probably not one of the goals (or type of goals) you’d consider at an early age.

But, I did.  And I shared my goals with my parents and my grandfather.  More to the point, I made a list of things I needed to learn so I could achieve that dream.  I also made a list of the “important folks” in the field and began tracking what they said or did.

I also wrote to many of these folks asking them about what they wrote or did, so I could better classify their data.  Luckily, many of these folks responded- and more than a few let me come visit, see what they were doing, and garner experience from them.

That has been my modus operundi ever since.  Also, I shared that experience with my kids, and they also adopted a similar scheme.  I should note that I have a wonderful family of overachievers.  Mostly because they know what’s important and develop goals and make them happen.

So, I was thrilled when I read these articles by Dr. Gail Matthews (Dominican University [CA]) and Drs. F Wieber, JL Thurmer [both from U Konstanz] and PM Gollwitzer [NYU].

Dr. Matthews is more germane to the recommendations I want to transmit.  To teach our kids how to set goals and achieve them.  (those recommendations work for us as well; they just take longer to become our normal practice.)

Her paper involved attempted to get 267 participants- but she only managed to snare 149 (US, UK, Belgium, India, Australia, and Japan) into the test.  They ranged in age from 23 to 72, most of whom were females (112).

They were randomly assigned to one of five groups.

Group 1 simply considered the goals they planned to achieve in the next four weeks.  (The task was assessed for difficulty, importance, how their skills and resources met the task, their commitment, and if this goal was essayed before and its success.)

Group 2 did the same, but complete a form with all that data.

Group 3 followed Group 2 requirements, but had to include action commitments.

Group 4 added to Group 3, but shared this data with a supportive friend.

Group 5 went one better- they had to send weekly progress reports.

After 4 weeks, all the groups had to determine their results.

I bet you are not surprised that Group 5 was the most successful.  (Each of the groups were better than the previous one- except for group 3.  I would have liked more analysis of this aspect, but, alas and alack, there was none.)

Sharing the plan with others was the great dividing line- as long as the folks with whom they shared this project were people whose respect was desired.   That meant that they needed to be accountable to those with whom they shared their goals.  And, the weekly reports meant they were monitoring progress and being accountable throughout the experiment.)

That’s what we need to teach our kids, so they can be the best they can be.  And, we need to make sure the goals are real- and not fuzzy.  So, they actually achieve the goals- and don’t just daydream “what if”.