Map

Map: Plan your journey and set short or long-term goals.

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Goal Setting

To begin your goal-setting journey, think about where you want to be in the Future. Don’t let this be overwhelming – this could be next week, next semester, next year, or in a few years, it is up to you!

This main aim (or aims) can then help inform your goals and can help add in the details, what resources might be needed, etc.

Below are some examples of how to get started: 

• What do you expect to achieve from your course? Is there particular subject knowledge you would like to develop or academic skill you want to obtain?  
• Do you have personal development aims? Examples here might be “I would like to run 10km” or “I would like to be more assertive.”  
• Do you have a specific career in mind? Do you want to be a chemistry teacher or would you like to run your own business?
• Are there any university or wider social issues you are passionate about and would like to get more involved with?  Do you really care about education, and would like to volunteer to work with young people?  
• Where do you see yourself in five years’ time?  An example here could cover “I would like to live abroad.”   
• Are there any attributes you would like to develop? Would you like to develop critical thinking, problem-solving or creative skills?

Considering your answers to the questions and statements above, choose three medium or long-term aims e.g. I want to set up my own business when I graduate. Then break these down into some manageable short-term goals, which are the things you might need to do to achieve your long-term aims. 

Next, break down your short-term goals into objectives achievable in the next few weeks/semester/year. It is your journey so decide what is realistic for you – it should be exciting not terrifying! Ask for help if you struggle with this process e.g. ask your personal tutor or a career advisor.

Use the SMART tool to make sure your goals are as helpful as they can be to aid your planning:  

Specific: What exactly will you accomplish?   

Measurable: How will you know when you’ve reached this goal?  

Achievable: Is achieving this goal realistic with effort and commitment? Have you got the resources to achieve this goal? If not, how will you get them?  

Relevant: Why is this goal significant to your development?  

Time-framed: When will you achieve this goal?  

You can find more information here.

 Goal Setting Example

Long-Term Aim	Goals	SMART objectives
1. Run my own business	a) Complete my degree with a 2.1 outcome	Book onto an Academic Skills workshop to improve my response to feedback and my critical thinking skills [by the end of this semester].
	b) Set up a side hustle	Sell the items I no longer need on sites such as Vinted – practise running a business but on a smaller scale to improve my financial literacy skills [reflect on how this is going each month].
	c) Improve my digital skills	Complete the digital accreditations with Rise and LinkedIn learning – earning digital badges and points too [by the end of the academic year].

Sometimes, it can help to see information in one place and one way of doing this is via mind-mapping.  This  technique simply requires you to draw up your goal and then add in the details of how to reach it, what resources you might need etc, all on one diagram. 

This link gives you some tips on how to create a mind map of your goals:

What is a Mind Map?

There are also some amazing apps and software on the market – or you can get started with a pen and some sticky notes.  How you do this is up to you!

Get Mapping

Use the links below to access some of our Rise Self Study Packs and additional Manchester Met content.

• Future me plan – Map Template
• Exploring Academic and Study Skills in a Social Context
• Step up to Study 5: Beyond the Academy

Completing your Self-Assessment

Firstly, rate yourself against each element of the listed attribute by giving yourself a score (1-3).  Do not worry if you score 1 or 2 for any or all of these. The point of this self-assessment is to provide you with a base from which to develop. There is often a tendency to either over or underestimate your own abilities, so looking for ways to measure and validate your self-assessment can helpful. For example, you can discuss it with someone close to you.   

1 = I need to develop this   

2 = I am competent at this   

3 = I am highly proficient at this   

Next, think about what evidence you have for giving yourself these scores. Where does this evidence come from (what is its context)? Did you demonstrate the attribute on your course (e.g. through a particular unit, group activity, or assessment?), beyond your course (e.g. through co-curricular activities or workshops?) or outside university (e.g. a part-time job, caring responsibilities or experiences with organisations outside of university)? It can be helpful to have a mix of evidence of each attribute – this shows how you can apply your skills in a range of contexts.

Download the Graduate Attributes to help you with your self-assessment.

See Future me plan in action

These aren’t real people but imagined ways the framework might be used. Over time, we would like to replace these pen portraits with real-life examples, if you have a story to share please get in touch: futuremeplan@mmu.ac.uk. 

The Wakelet below offers some links directly to online resources that help you with the concept of mapping your ideas and goals to give you focus and direction around your career (or any other issue or task you might want to work through.

Need help?