Programme goals

Writing goals

Writing goals
Goals can be short term or long term Other terms can be used - eg aims & objectives Goals should arise from identified needs Goals must be set before the programme is devised (otherwise how will you know whether the programme has been successful?)

Types of goal
Outcome goals describe what people taking part will be able to do at the end of the programme:John will be able to make himself a sandwich Activity or process goals describe how the outcome goals will be achieved:John will take part in weekly cookery classes at college

Types of goal
Summative goals
make an overall judgement about the success or failure of the practice. Did it work or not?

Formative goals
are used to collect information which can be useful in the future. Maybe John will not learn to make his sandwich, but he will have learned to butter the bread and choose the filling. John may not have achieved his outcome goal, but we may know a lot more about what helps John to learn.

Types of goal
Implementation goals the need to know that the programme was carried out as planned. Systems analysis the relationship between inputs and outputs. What resources are being used, are the gains proportionate to the costs? Is there a more costeffective way of achieving the same outcomes

SMART goals
Specific - clear and unambiguous Measurable - the criteria for achieving the goals established Achievable - realistic Relevant - appropriate for the person or people concerned Time-linked - with a time-scale for achieving the goals

Dont confuse goals with measurement

It is important not to confuse the goals with how they should be measured or what level of success is desirable. Once the goals have been formulated you should concentrate on what measures you will use (observation, questionnaires, checklists etc.) What standard is necessary for success - is it essential to meet all goals one hundred percent, or will a 70% success rate be good enough?

Writing meaningful & useful goals - 10 essential considerations

(Patton, 1997, p. 167-168)

1) Distinguish between outcome and activity (process) goals. Take care not to confuse what you want to happen with how it will be achieved. 2) Outcome goals should be clearly outcome orientated. They should express what you want happen. John attending cookery classes is not the outcome that we are looking for. If John wants to be able to make a sandwich then this should be clearly stated as the goal. The cookery classes may be a way of John achieving his goal, but he could attend the classes regularly without ever making his sandwich.

Writing meaningful & useful goals

10 essential considerations
(Patton, 1997, p. 167-168)

3) It should be possible to conceptualize either the absence of the planned outcome or an alternative to it. In other words, it should be possible for the goal not to be achieved. If we talk about developing an awareness about a subject, it could be very difficult not to be aware if the intervention involves taking part in some kind of programme (for example about the dangers of smoking). What we almost certainly want is a change in peoples knowledge and attitudes.

Writing meaningful & useful goals

10 essential considerations
(Patton, 1997, p. 167-168)

4) Each goal should contain only one idea. John will be able to make himself a sandwich, not John will be able to make himself a sandwich and a cup of tea. He may end up being able to do one, but not the other, has he achieved his goal or not? 5) The statement of the goals and objectives should be easy to understand. They should be free from jargon and understandable by members of the general public

Writing meaningful & useful goals

10 essential considerations
(Patton, 1997, p. 167-168)

6) Goals should focus on the most important outcomes. Only write them for things that matter and for which you intend to be held accountable. 7) Keep goals statements separate from statements of how goals are to be attained, John will be able to make himself a sandwich and John will attend cookery classes, not John will learn to make himself a sandwich by attending cookery classes.

Writing meaningful & useful goals

10 essential considerations
(Patton, 1997, p. 167-168)

8) Do not include measurement criteria in the goal statements. 9) Make writing goals a positive experience. Goals should be statements of what people care about, what theyre aiming for, what they hope to accomplish. 10) Thou shalt not covet thy neighbours goals. Write your own goals to reflect your own expectations and intentions. Borrowed goals rarely meet your exact needs

Goals, evaluation & measurement

Desired outcome John will make a sandwich he likes Outcome indicator John makes a sandwich John thinks it is a good sandwich Sandwiches made for parents visit Method Observe John making a sandwich Ask John if he likes his sandwich Observe John making sandwiches Ask parents if they like the sandwiches Time-scale 3 months

John will make sandwiches for tea when his parents visit

6 months