| Course | MT106 Foundations for Success in Business and Management Careers |
|---|---|
| Unit | Unit 3 |
| Paper type | Goal statement |
| Length | About 580 words, 5 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | BS in Business Administration |
| Updated | October 2026 |
Free sample paper for MT106 Unit 3
Two Interviews by Week 8: A Unit 3 Goal Statement for a Receiving Lead Choosing a Concentration
[Student Name]
Purdue University Global
MT106: Foundations for Success in Business and Management Careers
Unit 3 Goal Statement
[Instructor Name]
[Date]
The writer, his schedule and every date are composite and illustrative; the sources cited are real.
The Decision the Goals Serve
My Unit 2 self-assessment found that I build systems well and avoid hard conversations. That matters because I am choosing between a supply chain concentration and a project management concentration, and project management depends on persuading people I do not supervise. These goals are designed to settle the choice with evidence and then carry it through.
Short-Term Goal: This Term
Before Week 8 closes, I will complete two informational interviews of at least twenty minutes each, one with an operations or logistics manager and one with a project coordinator or project manager, and put what I learned from each conversation on a single page.
This goal is specific because it names the number, the roles and the output. It is measurable because each summary either exists or does not. It is realistic: I work four ten-hour shifts, so I have three weekdays free for a call. It is relevant because the interviews test the concentration choice directly, and it is time-bound by Week 8, before the networking unit. Locke and Latham (2002), summarizing decades of goal research, report that people aim higher and achieve more when a goal is precise and demanding instead of a general resolve, and this goal replaces my old intention to "look into both fields."
The obstacle is finding the second contact, since I know no project managers personally. My support is a former coworker who now works in the transportation office at our parent company and has offered introductions.
Mid-Term Goal: Program Completion
By the end of my second year in the program, I will declare a concentration and complete at least one elective from the other field, so that whichever path I choose I can speak to both.
This goal is measurable by my transcript and time-bound by a specific term. It is realistic because my employer's tuition assistance covers two courses a term. The obstacle is fatigue during peak season, from November through January, when overtime is mandatory. My support is the time management plan I will build in Unit 4.
Long-Term Goal: After the Program
Within three years of completing the program, I will hold either an operations supervisor role at a distribution center or a project coordinator role in logistics, earning at least $65,000 a year.
This goal names job titles and a salary floor rather than a feeling. The salary figure will be checked against labor data in Unit 5. The obstacle is that both roles often prefer experience I do not have yet; my support is the dock appointment rollout, which gives me one completed project to describe.
How the Goals Connect
The goals depend on one another. The interviews inform which concentration I declare, the concentration shapes which role I target, and the elective protects me if the interviews point the wrong way. Doran (1981) proposed the SMART criteria as a way to write objectives that can be checked, and I have used them as a test for each goal rather than as headings.
If I complete the two interviews by Week 8, the other two goals will rest on evidence instead of a guess.
References
Doran, G. T. (1981). There's a S.M.A.R.T. way to write management's goals and objectives. Management Review, 70(11), 35-36.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717. https://doi.org/10.1037/0003-066X.57.9.705
What the MT106 Unit 3 assignment asks for
The third unit asks for a goal statement with short-term, mid-term and long-term goals connected to your career plans. Begin by naming the decision or direction the goals serve and the self-assessment results that shaped them. Write each goal as a single sentence that could be checked off, with a date. Then test it against the criteria your section uses, often SMART, showing in a few sentences why it can be checked, why it fits your real hours and why its date makes sense. Use the criteria as a test applied to each goal rather than as five headings. Name one obstacle and one support for each goal, using your actual hours and resources. Close by explaining how the goals depend on one another. A long-term goal works best as a job title with a target year rather than a feeling. Expect a short paper, often two or three pages.
Inside the MT106 Unit 3 example
The sample's opening ties the goals to the self-assessment finding that the writer avoids hard conversations, which matters for project work. The short-term goal names two interviews, the roles and the written output, with Locke and Latham on why precise, demanding goals outperform general resolutions. Its obstacle is that the writer knows no project managers, and its support is a former coworker who has offered introductions. The mid-term goal sets a declared concentration and an elective by the end of the second year, using employer tuition assistance, with peak-season overtime as the obstacle. The long-term goal names two job titles and a salary floor to be checked in Unit 5. The closing section shows how the interviews inform the concentration and the concentration the role, citing Doran's original SMART article, and the highlighted line states the dependency.
MT106 Unit 3 rubric: what earns full points
Points on this statement follow how checkable the goals are and how well they connect. Goals written as single sentences with dates and measures earn more than aspirations, and a long-term goal naming a job title shows the writer knows what success looks like. Applying the SMART test to each goal, with reasons tied to the writer's circumstances, shows understanding beyond the acronym. Obstacles and supports should be real, which usually means naming hours, money or people. The connection between goals is where strong statements separate themselves, since it shows the goals form a plan rather than a list. Doran and Locke and Latham supply the two sources, given in APA 7. Graders also check that the goals follow from the earlier self-assessment, which is why the opening paragraph cites it.
MT106 Unit 3 help from the desk
Weak goal statements set goals such as improving time management or finding a better job, which cannot be checked. Others put a date on every goal but no measure. A common gap is realism: goals that assume twenty free hours a week when the writer's schedule holds ten. Some statements list SMART as five headings with a sentence each and never apply it to a goal. Writers also forget obstacles, or name obstacles with no support. Long-term goals often describe a feeling rather than a role. If your career direction is still undecided, goals that gather evidence, such as interviews or job shadowing, are legitimate and often stronger. Send us your self-assessment results and the direction you are weighing, and we can draft dated, measurable versions with you.
Get an MT106 Unit 3 example written to your instructions
Share the goal-statement instructions for Unit 3, the rubric and your results from the prior unit, plus the concentration or role you are leaning toward. The custom goal statement that comes back within 24-48h follows those instructions exactly, and nothing is charged for a first one. Dates stay as placeholders for you to set. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
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MT106 Unit 3 questions, answered
What makes a goal specific enough?
If someone else could check whether you met it, it is specific enough. Complete two informational interviews by a stated unit passes; learn more about careers does not. Name the action, the quantity and the date. For long-term goals, a job title and a target year usually work better than a description of how you want to feel at work.
Can my goals change after this unit?
They can, and later units may give you good reason to revise them, especially after career research and informational interviews. When a goal changes, note what you learned that changed it. The closing career plan in many sections asks you to reflect on exactly that, so a record of revisions is useful rather than embarrassing.
Should personal goals appear alongside career goals?
Only where they affect the career goals, such as a family commitment that limits study hours. The assignment is about professional direction, so keep the focus there. Personal constraints belong in the obstacles section, stated briefly and factually, where they show your timeline is realistic rather than optimistic. A second job, stated in one line, makes a dated goal credible.
Where can I find a free MT106 Unit 3 sample paper?
This page contains a full MT106 Unit 3 goal statement with three dated goals for a receiving lead choosing a concentration, each tested against SMART criteria, with two references and margin notes.
Why is the short-term goal two informational interviews?
Because the concentration choice needs evidence from people doing each job. Two interviews before Week 8 give the writer that evidence before the networking unit and before he declares.