Setting Goals and Objectives
CHSC 433
Module 2/Chapter 6
L. Michele Issel, PhD
UIC School of Public Health
Learning Objectives
What you ought to be able to do by the end of this module:
1.
2.
3.
4.
Develop a measurable objective.
Determine an appropriate target value
for the outcome.
Distinguish between process and
outcome objectives.
Explain the connection among program
theory, program objectives, and the
evaluation plan.
Outline of this ppt
Writing Goals and Objectives
 Process versus Effect Objectives
 Setting Targets

Goals and Objectives
Differences between Goal
and Objective
Setting Objective targets
Goals and Objectives
Goals are broad, not measurable, are related to the
distal outcome and the conceptual hypothesis.
Objectives are specific, measurable.
• Process objectives are related to the
organizational and service utilization plan.
• Outcome objectives are related to the action
hypotheses and impact theory.
Comprehensive Program
Theory in Two Phases
Program Theory
Planning
and
Thinking
Foundation
Program
Delivery
and
Implementation
Reality
Process Theory
Impact Theory
Organizational
Plan
Service Utilization
Plan
(Inputs, capacity)
(Activities, Interventions)
Outputs
(Products)
Process Objectives
Initial
OUTCOMES
(Impact)
Longer term
OUTCOMES
Impact and Outcome Objectives
Process - Efect
Questions





Who does it with or
to clients
How many clients
receive the program
How often do it with
or for clients
How much
intervention clients
get
What do with or for
clients



What is different
about clients
because of the
program
How much or great is
the difference clients
experience
How soon and long
do clients experience
the benefits
Set Target Numbers for
Process Objectives





Based on past experience with program
Based on budget constraints
Based on mandates, requirements
For critical elements of organizational plan
For critical elements of the service utilization
plan
Attention to Process



Process Evaluation is important
Process Evaluation is distinct
from Impact or Outcome
Evaluation
Process Evaluation is more like
QI, TQM, CQI, QA combined
Set Target Numbers for
Effect Objectives

Based on past experience with program

Based on published norms

Based on community norms

Based on local and national trends data

Based on pie-in-the-sky hopes and estimates

Based on synthetic estimates using epi data
Making Objectives
Measurable



State a target number,
such as a %, rate, number, a score.
Each objective is related to a distinct,
unique action or outcome; contains only
one idea.
Replace “increase” with “will be”
Formula for Objectives
Statement written in the following format is
an ideally stated objective:
By when,
Who
Will do
What
by How much
Examples of
Effect Objectives

By 9/02, 80% of clients will achieve a
[score on] ADL level of independence.
• Indicator of physical impact is ADL level

By 10/03, 80% of clients not have serious
depression for at least six months after
treatment.
• Indicator of psychological impact is depression
Setting Targets
Review the detailed
information in the textbook
on setting targets, especially
for effect objectives
Synthetic Estimates

Apply known rates to target
population
• Basically just doing the math

Less accurate with smaller
target population
From Objectives to Data
Outcome Objective #1
Indicator A
Indicator B
Indicator C
Data Collection Method
Data Collection Method
Data Collection Method
Data Source
Data Source
Data Source
Create a table based on the above
connections. Can add a time line for data
collection.
Measure Program Impact
Across the Pyramid
Direct
Health Care
Services
____________________
Enabling Services
___________________________
Population-Based Services
___________________________________
Infrastructure Services
For Educational
Objectives
When you write curriculum for
health program, here are tips to
writing student learning
objectives (also good for your
practicum objective writing)


Learning objectives
Learning domains
Model of Relationships
Pedagogy
(Content,
Learning
Strategies,
Activities)
Student
Learning
Objectives
Test
Achievement of
Learning
Objectives
Student
Learning
Generic Learning Objective
By the end of this course, the student
will be able to:
• [Use a cognition verb]
• [Use an affective verb]
• [Use a psychomotor verb]
Learning Objectives
Express:
Student outcomes
Results from the course
Changes in the students
NOT
What the student does (process)
What the faculty does (process)
Cognition Levels
(simple to complex)

Knowledge

Comprehension

Application

Analysis

Synthesis Evaluation
Affective Levels
(Simple to Complex)

Receiving phenomenon

Reacting to phenomenon

Valuing

Organizing values into priorities

Internalizing values
Psychomotor Levels
(simple to complex)







Perception
Readiness to act
Guided response
Mechanism
Complex overt response
Adaptation
Origination
Learning Objectives:
Find the 2 Good and 1 Bad Example
By the end of this course, students will
 Be able to write a paper on the relative
importance of social factors contributing
to health disparities (cognition)
 Be able to conduct multivariate
statistical analysis on secondary data
sets (psychomotor)
 Engage in advocacy activities designed
to address health disparities (affect)
Resources for Writing Objectives
Right click on hyperlink, then click on “Open in new window”
Overview of cognitive, affective and psychomotor domains:
http://www.nwlink.com/~donclark/hrd/bloom.html
Bloom’s taxonomy along with possible verbs for use in
testing:
http://www.kcmetro.cc.mo.us/longview/ctac/blooms.htm
http://www.coun.uvic.ca/learn/program/hndouts/bloom.ht
ml
http://www.kcmetro.cc.mo.us/longview/ctac/blooms.htm
http://www.teachers.ash.org.au/researchskills/dalton.htm
All together now…
From Objectives
to Data
to Evidence of Program Value