Planning, Vision, Mission, and SMART Goals – Lecture Notes

  • Class logistics and expectations: schedule posted; borrow/return book by presentation day; if someone else needs the book, you can pass it along.
  • Quick recap: last session covered wellness models and organizational charts; today shifts to planning.
  • Organizational charts:
    • Purpose: shows who reports to whom; aids communication and direction.
    • Top-down vs bottom-up concepts:
    • Top-down relates to authority (those higher in the chart have formal authority).
    • Bottom-up relates to responsibility (those who are asked to do something are given authority to act; it’s their responsibility to execute).
    • Use charts as a guide, not a rigid rule; useful when interning to know titles and who to talk to.
  • Transition to planning: many businesses focus on day-to-day tasks and overlook planning essentials.
  • Core planning concepts include vision, mission, goals, and other planning elements; the instructor emphasizes a business lens.
  • The planning triangle (bottom-up to top): philosophy/values, mission, aims/goals, SMART objectives, and the ultimate expected outcomes.
  • Vision, mission, and philosophy:
    • Vision: what we want to achieve in the future; big-picture thinking.
    • Mission: the organization’s core purpose; roots and why we exist; often expressed in a mission statement (one sentence, sometimes a long sentence).
    • Philosophy/values: the underlying beliefs and reasons behind the mission (e.g., ethical commitments, why we do what we do).
  • Mission statements and examples:
    • Examples discussed: NKU (public comprehensive university), Mercy Health Partners, Campus Recreation.
    • Variation in mission statements across organizations explains why mission statements look different yet serve the same foundational purpose.
    • A case study: a local organization updated its mission to include wellness, showing missions can evolve while remaining rooted in core aims.
  • Why start with mission when planning a new program or change:
    • Ensure the plan still aligns with the organization’s roots and core beliefs.
  • Goals, aims, and SMART criteria:
    • Aims and goals provide the road map; they become more specific over time.
    • SMART goals:
    • Specific
    • Measurable
    • Attainable
    • Rewarding (the instructor notes this term; often this aligns with Realistic/Relevant in other formulations)
    • Timed
    • The “who/what/where/when/why” framework helps specify goals so they’re clear and actionable.
    • A baseline is essential for measurement (e.g., pretesting in sports/rehab to know what baseline performance is).
    • Examples: walking more (steps), parking farther to encourage activity, balanced eating, meal prep, weight loss targets, strength goals.
    • Realism and timing matter: set attainable milestones (e.g., lose 5 pounds per month rather than 50 pounds in one year) to maintain accountability.
  • The role of measurables and evaluative planning:
    • Measurables enable accountability and tracking progress from a baseline.
    • Evaluations and progress checks should be built into the plan.
    • The tone emphasizes not just planning, but ongoing evaluation to adjust as needed.
  • GIGO principle (Garbage In, Garbage Out): the quality of inputs determines the quality of outcomes; skip steps and you’re unlikely to reach the expected outcome.
  • Objectives and accountability:
    • Objectives specify who will do what, by when, and with what resources.
    • In organizations, roles for tasks may be assigned or volunteers may step up; accountability is key.
  • The planning process in practice:
    • Start with mission, then define aims/goals, then set SMART goals, then set objectives, and finally define the expected outcomes.
    • The planning process applies across contexts (personal goals, career plans, house/car purchases, etc.) by following the same logical steps.
  • Research context and terminology:
    • In formal research, an abstract often includes a null hypothesis (what is expected to be true if there is an effect).
    • Expected outcomes in research may be contrasted with actual results if the hypothesis is not supported.
    • This framing helps connect planning and evaluation in real-world projects.
  • Practical examples in health/fitness contexts:
    • A staffing/participation example: every fitness instructor attends a conference at their own expense; the objective states the expected behavior and accountability for the next year.
  • Reading assignment and next steps:
    • Book: Good to Great by Jim Collins.
    • Assignment for next class: outline for each of the nine chapters (Level 5 Leadership, Hedgehog Concept, etc.).
    • Process: find a credible online review for each chapter, copy key statements, provide a personal takeaway per chapter, and finish with a paragraph about overall impressions.
    • Deliverable format: a Word document uploaded to Canvas; bring a copy to class for discussion on Wednesday in groups.
  • About the Good to Great assignment:
    • The goal is internalization of concepts rather than busy work.
    • The instructor will look for chapter-specific takeaways, personal reflections, and a concluding synthesis.
  • The personal closing anecdote (9/11 reflection):
    • The instructor shares a personal memory about 9/11 and a family connection to convey the importance of family, presence, and resilience.
    • The message emphasizes not taking time with loved ones for granted and the impact of memorials and remembrance.
    • The anecdote ends with a note of gratitude and a gentle reminder to pause and reflect.
  • Final takeaway from the session:
    • Planning is a disciplined process that links mission to measurable action and outcomes.
    • Use SMART goals, baselines, and clear accountability to move from vision to reality.
    • Ongoing reflection, evaluation, and adaptability are essential to long-term success.