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Developing Goals and Measurable Objectives

Information for applicants on developing project goals and measurable objectives.

Goals Versus Objectives

  • A goal describes what your program seeks to achieve long-term. It answers the question of “what” you want to achieve. Goals should align with your statement of need.
  • An objective describes “how” a goal will be achieved. Multiple objectives are usually needed to address each goal.

Goals are effective when they:

  • State an expected, measurable outcome.
  • Address behaviors or conditions in the community the program seeks to change.
  • Define who will be affected by the project.
  • Are concise (only one sentence per goal).

Examples of Effective Goals

Unclear Goal Critique Improved Goal
Increase the substance use and HIV/AIDS prevention capacity of the local school district. You can improve this goal by specifying an expected effect your program will have in reducing a health problem. Increase the local school district’s capacity to reduce students’ high-risk behaviors that may contribute to substance use or HIV/AIDS.
Decrease the prevalence of marijuana, alcohol, and prescription drug use among youth in the community by increasing the number of schools that implement effective policies, environmental change, intensive teacher trainings, and educational approaches to address high-risk behaviors, peer pressure, and tobacco use. This goal is not concise. Decrease youth substance use in the community by implementing evidence-based programs within the school district that address behaviors that may lead to the initiation of use.

Objectives should:

  • Be clear and measurable, leaving no room for interpretation.
  • Set program priorities and targets for progress and accountability.
  • Use action verbs. Avoid vague verbs such as “understand” or “know.” They may be difficult to measure.

Writing SMART Objectives

S.M.A.R.T. is a helpful way to remember how best to develop objectives. It stands for specific, measurable, achievable, realistic, and time-bound.

Specific – What specifically do you want to do through this program?

  • Example: “Outreach workers will administer the HIV risk assessment tool to at least 100 people in the focus population who inject drugs” is a more specific objective than “Outreach workers will use their skills to reach out to people who use drugs.”
  • Tip: Use only one action verb to avoid issues with measuring success.

Measurable – How will you measure it? What can be measured with the data collection tools and mechanisms you have available?

  • Example: “By September 2025, increase by 10% the number of 8th-, 9th-, and 10th-grade students who disapprove of marijuana use as measured by the annual school youth survey” is a more measurable objective than “The program will increase the number of students who disapprove of marijuana use.”
  • Tip: Always start with a baseline measurement to document change. If you plan to use a specific measurement tool, include it in your objective.

Achievable – What can be attained within a given timeframe and with available program resources?

  • Example: “The new part-time nutritionist will meet with seven teenage mothers each week to design a complete dietary plan” is a more achievable objective than “Teenage mothers will learn about proper nutrition.”

Realistic – Does the objective align with the scope of the project? Can it be implemented within a specific time frame?

  • Example: “Two former members of gangs will make one school presentation each week for two months to raise community awareness about the presence and impact of gang involvement” is a more realistic objective than “Gang-related violence in the community will be eliminated.”

Time-bound – What is the specific timeframe for meeting your objective?

  • Example: “Five new peer educators will be recruited by the second quarter of the first funding year” is a more effective objective than “New peer educators will be hired.”

Examples of Measurable Objectives

Non-SMART Objective Critique SMART Objectives
Teachers will be trained on the selected evidence-based substance use prevention curriculum. The objective is not SMART because it is not specific, measurable, or time-bound. It can be made SMART by specifying who is responsible for training the teachers, how many will be trained, who they are, and by when the trainings will be conducted. LEA supervisors will train 75% of health education teachers in the local school district on the selected evidence-based substance use prevention curriculum by June 1, 2024.
90% of youth will participate in classes on assertive communication skills. This objective is not SMART because it is not specific or time-bound. It can be made SMART by specifying who will conduct the activity, by when, and who will participate in the lessons on assertive communication skills. District health educators will conduct classes on assertive communication skills for 90% of middle school youth receiving the substance use and HIV prevention curriculum by the end of the 2024 school year.
Train individuals in the community on the prevention of prescription drug/opioid overdose-related deaths. This objective is not SMART because it is not specific, measurable, or time-bound. It can be made SMART by specifying who is responsible for the training, how many people will be trained, who they are, and when training will be conducted. The Health Department will train 75% of county EMS staff on the curriculum selected to address the prevention of prescription drug/opioid overdose-related deaths by the end of year two of the program.
Last Updated: 10/30/2024