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Form Editor

Last update: 12.12.2024

Since version 12.1.0
The System allows you to customize the set of fields that users fill in when creating a goal.
The setting includes adding new fields, editing existing ones (for example, hiding them, renaming them, adding a hint).

Users will be able to work with several different sets of fields — goal card forms — at the same time. For example, when you need to separate learning and development goals and business goals.

An important addition is the ability to combine fields into blocks and allow the field to appear only after creating a goal. This will allow, for example, to select fields for entering results and facts.

Who will benefit from it:

Administrators responsible for staff development.


Setting up goal cards will allow you to work with a large number of scenarios, include key indicators in goals and provide a flexible approach to setting and monitoring their implementation.



What needs to be done:

To set up the required set of fields, open the "Form Editor" section. In the "Goal Card" section, you will see a list of already created forms for goal cards (including the standard form) — they can be edited or archived.

When editing or adding a new form, you can set the name of the form, its description, hide the display of standard fields, as well as blocks with materials and skills.

Additionally, you can create your own fields and combine them into blocks. For them, in addition to the name and description, specify the type of field (several are available, for example, text or a selection from a list), a hint.

Note here:
1) is it necessary to fill in this field when creating a goal?
2) should the field appear after it is created?

After the form is created, it becomes available to all users. Now, if there are several forms, the goal creator first selects which form this goal belongs to and only then fills in the fields selected for this purpose.

The same forms are now displayed in goal reports. For the purposes of each form, the file will have its own tab.

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