Setting Goals and Objectives CHSC 433 Module 2/Chapter 6 L. Michele Issel, PhD UIC School of Public Health.

Setting Goals and Objectives

CHSC 433Module 2/Chapter 6L. Michele Issel, PhD

UIC School of Public Health

Learning ObjectivesWhat you ought to be able to do by the end of this module:

1. Develop a measurable objective.2. Determine an appropriate target value

for the outcome.3. Distinguish between process and

outcome objectives.4. 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

Impact TheoryProcess Theory

Service UtilizationPlan

(Activities, Interventions)

OrganizationalPlan

(Inputs, capacity)

Outputs(Products)

Longer termOUTCOMES

InitialOUTCOMES

(Impact)

Planningand

ThinkingFoundation

Process Objectives Impact and Outcome Objectives

ProgramDelivery

andImple-ment-ation

Reality

Process - EfectQuestions

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 Data Collection Method Data Source Indicator B Data Collection Method Data Source Indicator C Data Collection Method 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

Student Learning

Pedagogy (Content, Learning

Strategies, Activities)

Student Learning

ObjectivesTest

Achievement of Learning

Objectives

Generic Learning Objective

By the end of this course, the student will be able to:•[Use a cognitioncognition verb]

•[Use an affectiveaffective verb]

•[Use a psychomotorpsychomotor verb]

Learning Objectives Express:

Student outcomesResults from the courseChanges in the students

NOTWhat 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.htmhttp://www.coun.uvic.ca/learn/program/hndouts/bloom.htmlhttp://www.kcmetro.cc.mo.us/longview/ctac/blooms.htmhttp://www.teachers.ash.org.au/researchskills/dalton.htm

All together now…All together now…

From Objectives From Objectives

to Data to Data

to Evidence of Program to Evidence of Program ValueValue