Writing Goals & Objectives Within Grant Proposals: Setting the Framework

1. Writing Goals & Objectives Within Grant Proposals: Setting the Framework Sarah M. Lee, PhD Division of Adolescent and School Health NASPE Winning Grants Conference July 2005

2. Overview of Presentation • Definitions and descriptions of goals and objectives • Key tips and opportunities for writing effective goals • Key tips and opportunities for writing SMART objectives • Description of the connection between goals, objectives, and evaluation plans.

3. The Importance of Goals and Objectives • Goals and objectives provide a road map for program planning and implementation. • Funding organizations carefully examine goals and objectives. • Are they really worth more than the whole grant application? “Basic economics—sometimes the parts are worth more than the whole.”

4. The Importance of Goals and Objectives • Well defined, described, and realistic goals and objectives are more likely to catch a funding organization’s eye! • It could determine whether you are funded or not. Many funding organizations include this as a specific request. (e.g., Albertson’s; Milagro Foundation). “Where did you get that?”

5. What are Goals? • “A goal is a broad, timeless statement of a long-range program purpose.” (Deeds, 1992, p. 36) • According to McKenzie and Smeltzer (1997, p. 83), a GOAL is an expectation that: • Is very encompassing and global • Is written to include all aspects or components of a program • Provides overall direction for a program

6. What are Goals? • Is more general in nature • Usually takes longer to complete (i.e., is in the long-range planning perspective) • Usually is not observed, but rather must be inferred because it includes words such as evaluate, know, improve, and understand • Is often not measurable in exact terms.

7. What are Goals? • Goals for your program should not be difficult to write and need not be complete sentences. • They should be concise and simple. • You may have one or multiple goals. • Consider two of the basic components to include in your goals: • Who will be affected? • What will change as a result of the program?

8. Examples of Program Goals • To reduce the incidence of cardiovascular disease in the employees of the Sarah Lee Company. • To reduce the cases of lung cancer caused by exposure to secondhand smoke in Ward County. • The participation in high quality physical education, by K-12 students, will be increased through the optimal use of school and community resources.

9. What about your program goals? • Take the next 5-8 minutes to write TWO overarching goals for your program • Keep in mind the following: broad, generally timeless, includes who will be affected and what will change as a result of the program GOALS

10. What are Objectives? • “While a goal is a future event toward which a committed endeavor is directed; objectives are the steps to be taken in pursuit of a goal.” (McKenzie & Smeltzer, 1997) • Objectives are more precise and represent smaller steps than program goals……those smaller steps lead to the achievement of program goals. • Objectives outline, in measurable terms, the specific changes that will occur in your priority population (e.g., K-6 grade students) as a result of the program.

11. What are Objectives? “Great things are not done by impulse, but by a series of small things brought together.” -- Vincent Van Gogh

12. SMART Objectives • Specific objectives include who will be targeted and what will be accomplished. • Measurable objectives include how much change is expected specifically enough that achievement of the objective can be measured through counting or documenting change. • Achievable objectives can be realistically accomplished given your program’s existing resources and constraints. Adapted from: www.cdc.gov/healthyyouth/evaluation/index.htm

13. SMART Objectives • Realistic objectives address the scope of the health problem and propose reasonable programmatic steps. • Time-phased objectives provide a timeline indicating when the objective will be met.

14. Different Types of Objectives • Administrative Objectives– activities presented and tasks completed (e.g., # of sessions held; participation rates) • Learning Objectives– changes in awareness, knowledge, attitudes, skills (e.g., improved skill in tennis backhand stroke)

15. Different Types of Objectives • Behavioral & Environmental Objectives– behavior adoption, change in environment (e.g., walking trail; healthier food offerings) • Program Objectives– change in quality of life, health status, or risk, and social benefits (e.g., improved fitness levels)

16. Essential Criteria for Developing Objectives • Can the objective be realized during the life of the program or w/in a reasonable time thereafter? • Can the objective realistically be achieved? • Does the program have enough resources (e.g., staff time, space, money, facilities)? • Are the objectives consistent with the policies and procedures of the sponsoring agency? • Do the objectives violate any of the rights of those who are involved? From: McKenzie & Smeltzer (1997). Planning, Implementing and Evaluating Health Promotion Programs.

17. Examples of SMART Objectives • During the next six months, 300 community residents will participate in one of the health department’s health promotion activities. • One year after the formal exercise classes have been completed, 40% of those who completed 80% of classes will still be involved in a regular aerobic exercise program. • By the year 2010, heart disease deaths will be reduced to no more than 100 per 100,000 in the residents of Ward County. • After viewing the video “How to Exercise,” those participating will be able to locate their pulse and count it for 60 seconds. Quick Quiz: What type of objectives do each of these reflect?

18. What about your objectives? • Take the next 10-12 minutes to create 2 objectives for one of your goals. • Remember: SMART, essential criteria, etc. OBJECTIVES

19. How Goals & Objectives Link to Evaluation • Conducting routine evaluations that provide information for program management and strengthen program effectiveness should be a part of all state and local education and public health programs • Describe your program —stating the need, mission, goals, and objectives • Document what happened —connecting evaluation activities to each goal and corresponding objectives; reports back to funders as well as for future grant applications

20. How Goals & Objectives Link to Evaluation • Improve your program—the variety of program evaluation options allow you to determine how well you met goals and objectives and where you may need to change aspects of your program to more readily achieve them. • **In grant proposals, it should be very clear that you have thought well in advance about how you will measure your goals and objectives; a clear link needs to be obvious.**

21. Quick Review • Goals • The two basic components of goals • Objectives • SMART objectives • Different types of objectives • Linking Goals and Objectives to Evaluation • Why? • How?

22. Resources • Centers for Disease Control and Prevention. Framework for Program Evaluation in Public Health. Morbidity & Mortality Weekly Report 1999;48(No. RR–11). • DASH Evaluation website: www.cdc.gov/healthyyouth/evaluation/expectations.htm • McKenzie JF, Smeltzer JL. Planning, implementing, and evaluating health promotion programs. 1997; Needham Heights, MA: Allyn & Bacon.

23. Additional Resources • Non-profit Guides: Non-profit guides are free web-based grant writing resources for non-profit organizations, charitable, educational, public organizations, and other community-minded groups. http://www.npguides.com/ • The Catalog of Federal Domestic Assistance - Develop and Writing Grant Proposals: Step-by-step guidance for writing and submitting a proposal to any federal agency. www.cfda.gov/public/cat-writing.html • SchoolGrants!: a one stop site for PK-12 school grant opportunities and writing tips. www.schoolgrants.org/ • Grantseekers Resources- Grant writing Tips and Hints: A brief overview of important tips in writing proposals, designing fundable projects, approaching a funder, and differences between fundraising and grant seeking. http://www.polarisgrantscentral.net/tips.html

24. QUESTIONS? Contact information: Sarah M. Lee Phone: 770-488-6126 Email: skeuplee@cdc.gov