Purpose #
Goal-setting at the start of a coaching program is one of the highest-leverage activities a coach can engage in. Done well, it creates a shared reference point that guides every subsequent session, builds the student’s sense of agency, and dramatically increases the likelihood of meaningful progress. Done poorly — or skipped entirely — it leaves both parties navigating without a map.
This process draws on two of the most robust bodies of research in behavioral science: Locke and Latham’s Goal-Setting Theory (2002), which demonstrates that specific, challenging goals produce significantly better performance than vague or easy ones; and Self-Determination Theory (Deci & Ryan, 2000), which shows that goals people choose for intrinsic reasons — not external pressure — produce sustained motivation and wellbeing.
When to Use This #
Use this process in the first or second session with a new student, once you have established rapport and the student feels safe enough to think out loud. It is also appropriate when a returning student is starting a new program phase, or when earlier goals have been achieved and a new direction is needed.
Step-by-Step Instructions #
Step 1 — Explore the Bigger Picture First #
Before setting any specific goals, understand what the student is really trying to build or become. Ask about their values, their vision, and what meaningful progress looks like for them — not just in the program, but in their life. This connects goal-setting to identity, which Self-Determination Theory identifies as the strongest predictor of sustained motivation (Ryan & Deci, 2000).
Useful questions:
- “What brought you here at this point in your life?”
- “If this program works exactly as you hope — what’s different a year from now?”
- “What matters most to you right now?”
- “What would you regret not doing or becoming?”
Step 2 — Identify 1–3 Focus Goals for the Program #
Help the student narrow down to 1–3 goals for the program — not a wish list of 10. Research consistently shows that goal diffusion reduces performance; focused attention on fewer goals produces greater achievement (Locke & Latham, 2002). Each goal should be:
- Specific — Concrete and unambiguous (“land a role in project management” not “improve my career”)
- Meaningful — Chosen by the student, not suggested by the coach
- Challenging but achievable — Stretching but not impossible within the program timeframe
- Observable — Both parties can tell when it has been achieved
Step 3 — Test Each Goal for Authenticity #
Before recording a goal, test whether it is genuinely the student’s own. Many students arrive with goals that belong to their family, their employer, or their fear — not to themselves. Self-Determination Theory distinguishes between “introjected” goals (driven by guilt, shame, or external pressure) and “identified” goals (genuinely valued by the person). Only the latter produce sustained effort (Deci & Ryan, 2000).
Ask:
- “Is this goal yours — or is it something you feel you should want?”
- “If no one else would ever know whether you achieved this — would you still want it?”
- “What would it mean to you personally if you got there?”
Step 4 — Establish What Success Looks Like #
For each goal, co-create a clear picture of what achievement looks like. This is sometimes called a “success indicator” or a “definition of done.” Without it, both coach and student operate on different assumptions about what the program is for.
Ask:
- “How will you know you’ve achieved this? What will you see, hear, or feel?”
- “What would a neutral observer notice that is different?”
- “Is there a specific milestone — an event, a decision, a result — that would mark this as achieved?”
Step 5 — Identify the First Obstacle and First Step #
Research on implementation intentions (Gollwitzer, 1999) shows that people who plan for likely obstacles achieve goals at significantly higher rates than those who simply set them. Asking the student “what might get in your way?” before they leave the first session dramatically increases resilience when those obstacles appear.
Close the goal-setting conversation with: “What is the very first step you could take this week — something small enough to actually happen?”
Step 6 — Document and Return to Goals Regularly #
Write the goals down and share them with the student. Return to them at least once a month — not to hold the student accountable in a punitive sense, but to check whether the goals still fit. Goals evolve as students learn. A goal set in week one may need revision by week six, and that revision is itself a sign of growth.
Best Practices #
- Less is more. One deeply owned goal is worth more than five half-hearted ones. Resist the student’s urge to cover everything at once.
- Write goals in the student’s words, not yours. The phrasing matters. When students re-read a goal in their own language, it connects. When they read a coach’s tidy paraphrase, it disconnects.
- Distinguish between outcome goals and process goals. “Get a job” is an outcome goal — partially outside the student’s control. “Apply to 10 targeted roles per month” is a process goal — fully within their control. Both are valuable; process goals are more actionable.
- Revisit goals when motivation dips. A student who loses momentum usually hasn’t lost the will to work — they’ve lost connection to why the goal matters. Returning to the “bigger picture” conversation often re-ignites it.
Common Mistakes #
- Setting goals in the first 10 minutes of the first session. Students need to feel heard before they can think clearly about what they want. Rushing to goals before establishing trust produces goals that don’t stick.
- Accepting “I want to be more confident” as a goal. Confidence is a feeling, not a goal. Help the student describe what they would be doing if they felt confident — that behaviour is the real goal.
- Never revisiting goals. A goal set in session one and never mentioned again becomes background noise. Regular, brief check-ins keep goals alive and allow them to evolve appropriately.
- Letting the student set goals that belong to someone else. If a student’s goal is primarily about pleasing a parent, a partner, or an employer, the coaching will struggle. Surface this early and gently.
Related Resources #
- Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57(9), 705–717.
- Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
- Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54(7), 493–503.
- Grant, A. M. (2012). An integrated model of goal-focused coaching. International Coaching Psychology Review, 7(2), 146–165.
- Whitmore, J. (2009). Coaching for Performance (4th ed.). Nicholas Brealey Publishing.
