responsibilities

You should gain greater clarity about what you know and how you approach your responsibilities. Ideally that clarity leads to improved performance and new or revised learning objectives for future situations.

The leadership learning contract should include the following components:
Goal(s)
The LLC should begin with a general statement of goals and answer such questions as: why this
position was chosen; how position meets intended goals (career, personal or other); and how the
individual will make a contribution to positive social change. The goal statement sets a tone and
general direction for the LLC. No methods or evaluation statements are required for the goal
statement.

As a reminder, goals should follow the SMART method:

Specific
Specific goals are more likely to be accomplished. When setting specific goals, you should be
able to answer the six “W” questions:
*Who: Identify people who will be involved
*What: Define what you want to accomplish
*Where: Establish a location
*When: Set a timeframe in which to complete the task
*Which: Identify requirements and constraints
*Why: Know reasons, purpose or benefits of accomplishing the goal

Measurable
Establish concrete criteria for measuring progress toward the attainment of each goal you
set. When you measure your progress, you stay on track, reach your target dates, and
experience the exhilaration of achievement that spurs you on to continued effort required
to reach your goal.

Achievable
Unreasonable goals that seem out of reach will be hard to commit to. A SMART goal should
push you to work harder, but it should also be something that, with effort, you can reach.
Goals that may have seemed far away and out of reach eventually move closer and become
attainable, not because your goals shrink, but because you grow and expand to match them.

Relevant
A goal must represent an objective toward which you are both willing and able to work. You
should create goals that are in‐line with your mission statement or purpose. Relevant goals
ensure that you are dedicating your effort towards goals that are focused on organizational
(or personal) success.

Time‐Oriented
Goals should be grounded within a time frame. Without a time frame tied to the goal there’s
no sense of urgency. Periodic evaluations of your progress will help keep you on track
towards accomplishing the goal.
Learning Objectives
The contract should include a variety of learning objectives, which identify the specific knowledge,
skills or self‐awareness that a student plans to gain. The number of learning objectives is varied but
should include a knowledge, skill, ability and behavior.
Suggested sources for objectives include the
following:
 Student Leader Learning Outcomes (http://sllo.tamu.edu). Provides tools for student leaders in
student organizations, programs, or activities to help in the assessment and documentation of
enhanced learning in relation to the students’ leadership experiences.
 On‐campus goals and self‐assessments. These activities may have helped identify strengths and
weaknesses relative to goals while on‐campus. How can your position be used as an
opportunity to build on strengths and to improve weaker areas?
 Opportunities offered by the student organization. What are the organizational responsibilities,
and what competencies can be developed through performing them? Also, what can be
observed in the organization: what is the organizational structure and leadership style? What
are the leading issues this organization addresses, and how does this organization respond to
them?