Project

CHAPTER 6:

MISSION STATEMENT,

GOALS, AND

OBJECTIVES

Mission Statement, Goals, & Objectives

• The mission statement, goals, and objectives

provide:

1. a foundation for program planning

2. direction for the program

3. a basis on which to evaluate the program

Mission Statement

• Also called program overview or program aim

• Describes the general focus or purpose

• Might also reflect the philosophy

• Helps to develop goals and objectives

• Don’t confuse with vision statement

Examples of Mission Statements

• The mission of the Walkup Health Promotion Program is

to provide a wide variety of primary prevention activities

for residents of the community. [community setting]

• This program is aimed at helping patients and their

families to understand and cope with physical and

emotional changes associated with recovery following

cancer surgery. [health care setting]

• American Heart Association: To build healthier lives,

free of cardiovascular diseases and stroke.

Program Goals

• Goals are less specific than objectives and are used

to explain the general intent of a program.

• A goal is an expectation that (1) provides overall

direction, (2) is more general, (3) has no deadline, (4)

takes longer to complete, (5) is often not measured in

exact terms.

Examples of Goals • Prevent the spread of HIV in the youth of Indiana

• Reduce the incidence of influenza in the residents of the

Delaware County Home

• Reduce the incidence of cardiovascular disease in the

employees of the Smith Company

• From HP 2020: • Goal 1: Attain high-quality, longer lives free of preventable disease,

disability, injury, and premature death

• Goal 2: Achieve healthy equity, eliminate disparities, and improve the

health of all groups.

• Goal 3: Create social and physical environments that promote good

health for all.

• Goal 4: Promote quality of life, healthy development, and healthy

behaviors across all life stages.

Objectives

• More precise than goals

• Represent smaller steps that

lead to reaching goals

• Outline specific changes to

occur

• Written in measurable terms

• Clarify instructional intent

• Make evaluation efforts

possible

• Alert the learner to the

desired outcomes

There are different types of objectives  more to come later!!

Criteria for Developing Objectives

• Planners need to be realistic with regard to other

parameters of the program & consider other issues

• Questions to consider include:

1. Can it be realized in a reasonable time frame?

2. Can the objective realistically be achieved?

1. What are the maturity, intelligence, and skills levels of participants?

2. What is the size of the participant group?

3. Does the program have enough resources (materials,

equipment, time, money, etc.) to obtain the objective?

4. Is it consistent with program and institutional policies and

procedures?

5. Do the objectives violate any of the rights of those who are

involved?

6. Does it reflect the cultural characteristics of the priority group

and the changes sought?

Criteria for Developing Objectives

Elements of an Objective 1. The OUTCOME to be achieved, or WHAT will change

• The action, behavior, or something else that will change

• “Apply, argue, build, compare, demonstrate, evaluate, exhibit, judge,

perform, reduce, spend, state, or test”

2. The CONDITIONS under which the outcome will be observed, or

WHEN the change will occur

• “Upon completion of the exercise class,” “as a result of participation”

3. The CRITERION for deciding whether the outcome has been

achieved, or HOW MUCH change

• How much change will occur: “By 10% over the baseline,” “300 pamphlets”

4. The priority population, or WHO will change

• “1,000 teachers,” “25% of employees of the company”

Elements of an Objective

• Use measurable terms (Box 6.3)

• Usually verbs

• The verb must refer to something measurable and observable.

• Some words work better with certain levels of objectives (e.g., list

vs. explain).

• “WHO is going to do WHAT, WHEN, and TO WHAT

EXTENT?” (NCCDPHP, n.d., p. 2)

Example Objective 1

• When asked over the telephone, one out of three

viewers of the heart special television show will be

able to explain the four principles of cardiovascular

conditioning.

• What level of objective is this?

• Outcome (What)?

• Target (Who)?

• Conditions (When)?

• Criterion (How much)?

Example Objective 2

• During the next six months, 300 community

residents will participate in one of the health

department’s health promotion activities.

• What level of objective is this?

• Outcome (What)?

• Target (Who)?

• Conditions (When)?

• Criterion (How much)?

Different Levels of Objectives Type of Objective

Process

Impact Objectives

Learning

Behavioral

Environmental

Outcome Objectives

Program Outcome

Activities and tasks

Awareness, knowledge,

attitudes, and skills

Behavior change

Environmental change

Change in QOL, health

status, risk, social

benefits

Type of Evaluation

Process (formative)

Impact (summative)

Impact (summative)

Impact (summative)

Outcome

(summative)

Consideration of the Time Needed to

Reach the Outcome of an Objective

• In addition to objectives being written at

different levels within the hierarchy, they can

also be written with consideration to the

amount of time needed to reach the

objective:

• Short-term objective

• Intermediate objective

• Long-term objective

Process Objectives • A process objective is concerned with what we

hope to do along the path to our outcome

objectives.

• It looks at how well we are implementing our

methods.

Sample Process Objectives

• Getting people to participate

• Recognition of need

• Participant success in meeting behavioral objectives

• Quality of workshop presentations

• Needs assessment

• Peer review

• Fidelity

• Self-assessment

• Changes in policy

statements

• Quality control

standards

• Participant satisfaction

Impact & Outcome Objectives

• Outcome/impact objectives are concerned with

what we are seeking to change in knowledge,

attitudes, skills, and, consequently, behaviors.

• These objectives consider how participants will be

different as a result of our educational intervention.

• These outcomes can be assessed after a short-

duration program or long-term program.

• Changes in knowledge

• Changes in attitudes

• Changes in skills

• Changes in behavior

• Cost effectiveness

Impact & Outcome Objectives

Behavioral Objectives & Performance

Indicators Also known as performance indicators or

behavioral objectives, these designate the

specific behaviors the target audience must

demonstrate to indicate learning has occurred.

Writing Performance Indicators

with the ABCD&E Formula

• A = Audience

• B = Behavior

• C = Condition

• D = Degree

• E = Evidence

A = Audience

• Identifies WHO or what will perform the

identified behavior:

• Learner

• Participant

• Parent

• Student

• Patient

B = Behavior Uses an action verb describing WHAT the

audience is expected to do:

• The participant will list seven common depressant

drugs.

• The student will match drugs with the appropriate

classification.

• We expect performance for evaluation

purposes, therefore, the phrase “will be able

to” is not included.

C = Condition

• Describes the circumstances that enable

the behavior to be performed.

• The condition indicates what the audience

will need or how they have been enabled to

perform the behavior:

• Following the presentation, the participant will

be able to list seven common depressant drugs.

This is the WHEN

D = Degree

Indicates the criteria (e.g. HOW MUCH) that must be met in order to constitute success:

• Following the presentation, the participant will be able to list seven common depressant drugs.

• The student will be able to match drugs with the appropriate classification found in the course textbook with 80% accuracy.

E = Evidence

Indicates the source of proof that the

objective was met:

• The student will be able to match drugs with the

appropriate classification, found in the course

textbook, with 80% accuracy and record them

on the worksheet.

PIs can be in Educational Domains

• Cognitive = recall and synthesis of information,

typically what is considered knowledge.

• Affective = change of an attitude.

• Psychomotor =physical skill is performed

Well-written performance indicators allows us to

effectively meet our objectives, thus accomplishing

our goal.

Suggested Recipe for Writing Impact &

Outcome Objectives

• Make a rough outline of what you hope to accomplish

• Jot down key elements of what you hope to achieve.

• Try to state each specific item of information, feeling, and skill as a behavior objective.

• Check your verb to see that it is specific

• Can you measure your objective? Ask yourself: • When participants finish with the lesson, workshop, or unit,

what evidence will I have indicating they learned new knowledge, a skill or had a change in attitude?

Common Mistakes in Objective Selection

• Beware of the following common mistakes

in setting objectives:

• Selecting an objective that is not achievable

• Using verbs that are not specific

• Selecting objectives that do not truly represent

what you wish to achieve

• Selecting objectives that are not realistic given

the resources available

• Stating an activity and not an objective

• Goal: Reduce the use of marijuana and alcohol use by youth.

• Objectives:

• a) Decrease the percentage of youth using marijuana from 20% to 15% by 2014.

• b) Decrease the percentage of youth drinking alcohol from 50% to 30% by 2014.

• Outcome Indicators:

• a) Percentage of middle and high school students indicating that they use marijuana.

• b) Percentage of middle and high school students indicating that they drink alcohol.

• Strategies:

• a) Provide information to youth about the dangers and consequences of using marijuana and alcohol.

• b) Build the skills of parents and other adults to talk with their children about the dangers and

consequences of using marijuana and alcohol.

• c) Reduce the access of marijuana and alcohol in the community.

• Tactics:

• a) Provide marijuana and alcohol awareness programs to youth in middle and high schools.

• b) Provide workshops for parents and create parent chat groups

• c) Work with law enforcement to do local vendor compliance checks on alcohol sales to minors.

• d) Set up a tip line on marijuana sales.

• Performance Indicators:

• a) Pre- and post test results of youth participating in awareness programs.

• b) Number of parents attending workshops.

• c) Number of parents participating in chat groups.

• d) Number of vendors who pass alcohol compliance checks.

• e) Number of calls to the tip line.

Population Outcomes Outcomes: Measurable changes in behaviors, attitudes or

conditions.

• Goal: Decrease the number of low birth weight births so more infants

live after birth.

• Objective: By 2013-2015, the three year rolling average for low birth weight

births will decrease from 8.5% in 2009-2011 to 7.8%.

• Outcome Indicator: Percentage of low birth weight births annually and the average

percentage of low birth weight births over a three time period.

• Goal: Reduce the rate of teenage pregnancies.

• Objective: By 2015, reduce the rate of teen pregnancies from 30 per 1,000

teenagers (aged 12-19) to 27 per 1,000 teenagers.

• Outcome Indicator: The number of teen pregnancies per 1,000 teenagers annually.

• Goal: Decrease the number of families living in shelters.

• Objective: By 2014, the number of homeless families living in shelters will

decrease from 146 in 2012 to 130.

• Outcome Indicator: The number of homeless families living in shelters annually.

Examples of Performance Indicators Performance Indicator: A measure of the extent to which a tactic has been accomplished.

• Tactic: Provide counseling to at-risk pregnant females about the impact of smoking on the birth weight of their baby. • Performance Indicator:

• a) The number of counseling sessions provided.

• b) The number of at-risk pregnant females who participated in counseling sessions and who stop smoking during pregnancy.

• Tactic: Implement a text-line for youth to ask questions and receive answers about sex. • Performance Indicator:

• a) Number of questions submitted on a monthly basis.

• b) Amount of time to respond to questions.

• Tactic: Create and deliver a financial literacy education program for homeless families. • Performance Indicator:

• a) Percentage of homeless families who participated in the financial literacy education program.

• b) Pre- and post-test of families who participated in the financial literacy education program.