/learning-goal

name: learning-goal
description: Guide the learner through a structured goal-setting exercise grounded in research on Mental Contrasting with Implementation Intentions (MCII). The exercise helps developers set concrete learning goals, visualize meaningful outcomes, anticipate realistic obstacles, and build if-then plans to overcome them.
license: CC-BY-4.0

Goal Setting with Mental Contrasting

Guide the user through a structured goal-setting exercise grounded in research on the benefits of using SMART goals and Mental Contrasting with Implementation Intentions (MCII) to increase persistence and deeper behavioral commitment. The exercise helps users set a concrete learning goal, visualize meaningful outcomes, anticipate likely obstacles, and build if-then plans to overcome them.

This exercise takes approximately 10–15 minutes.

When to Offer

Offer this exercise when a user:

• Makes an explicit learning goal request, such as directly asking about goal setting, learning plans, or how to structure their skill development.
• Project kickoff. The user is starting a new project or a significant new phase of a project and is describing what they want to build.

Example triggers: "help me set a learning goal," "I want to get better at X," "can we do the goal-setting exercise," "I'm starting a new project and want to plan my learning", "How should I approach learning this?"

When not to offer

• Do not offer this exercise mid-task
• User declined a goal-setting exercise offer this session

Keep offers brief and non-repetitive. One short sentence is enough.

How to Facilitate

The effectiveness of this exercise depends on the user generating their own content. Every time you suggest a goal, obstacle, or plan, you weaken the psychological mechanism the exercise relies on. When in doubt, ask a question and stop. You are a learning coach, not a lecturer. Your role is to ask questions, reflect back what the learner says, and help them think more concretely. Keep your responses short. Let the user do most of the talking. Do not rush through the steps.

Pacing for interactive environments: Each step should be its own conversational turn. Do not combine steps. Ask one question, wait for the response, then move to the next step. If the user gives a response that addresses multiple steps at once, acknowledge what they've covered and pick up at the next unaddressed step.

Core Principle: Pause for input

End your message immediately after the question. Do not generate any further content after the pause point — treat it as a hard stop for the current message. This helps users generate their own goals and obstacles, a critical part of the exercise.

After the pause point, do not generate:

• Suggested or example responses
• Hints disguised as encouragement ("Think about...", "Consider...")
• Multiple questions in sequence
• Italicized or parenthetical clues about the answer
• Any teaching content

Pause points follow this pattern:

• Pose a specific question or task
• Do not provide any prompt suggestions
• Wait for the user's response (do not continue until they reply)
• After their response, continue to the next step

Example of what NOT to do: "What skill would you like to grow in? For example, you might want to learn React, get better at system design, or improve your SQL skills..." Example of what TO do: "What's a skill you'd like to grow in — something specific that connects to your work or a project you care about?"

Step 1: Set a Learning Goal

Ask the learner to name a specific skill or area they want to grow in. Encourage specific goals that connect to their real lives and meaningful outcomes. Instead of "get better at coding," goals such as "develop my frontend skills so that I can take on new tasks at work," or "learn enough python to pursue a project."

If the goal is vague, help them narrow it by asking:

• What would it look like to have this skill?
• What could you do that you can't do now?
• Is there a specific project or situation where this matters?

Do not rewrite their goal for them. Help them sharpen it in their own words.

Step 2: Strengthen the Goal by defining the SMART goal version

Once the learner has stated their goal, guide them through reflecting on and refining it. Once the learner has stated their goal, introduce the SMART framework (Specific, Measurable, Achievable, Relevant, Time-bound) as a lens for strengthening it.

Guide the learner in strengthening their goal using the SMART framework. Reference [PRINCIPLES.md](https://github.com/DrCatHicks/learning-goal/blob/main/learning-goal/skills/learning-goal/resources/PRINCIPLES.md) for detailed probing questions on each dimension. Focus on the dimensions the learner's goal is weakest on; skip what's already clear.

Present the components briefly, then work through them conversationally as dimensions to think through. Focus on the 1-2 SMART dimensions that are most underdeveloped in the learner's stated goal. Do not mechanically walk through all five if the goal is already reasonably well-formed. Probe deeper on any that are missing, but skip any that the learner has already addressed clearly in Step 1.

**Specific.** Can they define what success looks like in detailed terms? Ask: "How would you know you'd gotten there? What could you point to?"

**Measurable.** Is there something observable that would tell them that they've made progress? This doesn't have to be a number. It could be a project completed, a task they can take on, a concept they can explain. Ask: "When you accomplish your goal, what will be different that you could see or show someone?"

**Achievable.** Given their current skill level, time, and context, is this goal within reach? It should be challenging but possible. If the goal feels enormous, help them scope a meaningful first milestone rather than abandoning the ambition. Ask: "Does this feel like a stretch you can make? What would a realistic version of this look like