3.2 Goals and SMART Objectives

Writing objectives that can guide decisions

A goal describes the broad improvement a program seeks. It may name a health condition, risk factor, population, or setting, but it usually does not contain a precise measurement. A goal such as "improve heart health among warehouse employees" gives direction, but it is not enough to guide a work plan or evaluation. CHES planning items often ask you to separate this broad direction from an objective that can be observed or measured.

A SMART objective is specific, measurable, achievable, relevant, and time-bound. Specific means the priority audience and expected change are clear. Measurable means the change can be tracked with a data source. Achievable means the amount of change is realistic given resources, time, and baseline conditions. Relevant means the objective connects to the assessed need and program goal. Time-bound means the deadline or interval is stated.

Strong objectives usually include four practical parts: who, what, how much, and by when. A useful example is: "By June 30, 2027, 70% of participating ninth-grade students will correctly identify three local mental health support options on a post-session survey." The audience is participating ninth-grade students. The behavior is identifying support options. The amount is 70%. The time frame is by June 30, 2027. The measure is a post-session survey.

Objectives can be classified by what they measure. Process objectives track implementation tasks, such as recruiting 40 peer educators or delivering six workshops. Learning objectives track knowledge, attitudes, skills, or intentions. Behavioral objectives track actions, such as using a medication reminder or completing a screening referral. Environmental or policy objectives track changes in settings, rules, access, or supports. Outcome objectives track health or quality-of-life results that may require more time and stronger evaluation designs.

The level of the objective should fit the program's reach. A one-hour nutrition class might reasonably aim to improve label-reading skill or intention to choose water, but it should not claim it will reduce county obesity prevalence in two weeks. CHES questions often include objectives that are attractive but unrealistic. Choose the one that matches the intervention intensity, time frame, and available measurement method.

Objectives should also align with determinants. If assessment shows that low screening rates are driven by clinic hours and transportation, a knowledge-only objective may be incomplete. If assessment shows that people misunderstand eligibility for free screening, a knowledge or skill objective may be appropriate. The best objective reflects the factor the program is designed to change.

Avoid vague verbs such as understand, learn about, become aware, or appreciate when writing measurable objectives. These words may describe educational intent, but they do not identify observable evidence. Better verbs include list, demonstrate, compare, select, schedule, attend, install, request, practice, complete, or adopt. In exam items, a measurable verb often signals the stronger answer.

Objectives are not written in isolation. Stakeholders should review them for cultural fit, feasibility, and value. Funders may require objectives tied to grant deliverables. Community partners may identify more meaningful indicators than the planner first considered. A CHES professional should be able to revise objectives when the evidence or stakeholder input shows that the original target is unrealistic or poorly matched.

A quick test is to ask whether a person outside the project could determine success from the objective alone. If the answer is no, the objective needs work. If the objective names the audience, expected change, amount, and time frame, it can guide strategy selection, staffing, data collection, reporting, and quality improvement.