Program planning requires careful consideration of objectives and goals. Developing objectives is crucial, as they specify what a program aims to accomplish. Objectives can be "learning" oriented, focusing on what participants will learn, or "operational" oriented, focusing on improving resources. Both measurable and non-measurable objectives are important to consider. Programs may achieve unexpected positive outcomes in addition to planned goals and objectives. Developing objectives using the SMART framework and involving stakeholders helps create effective objectives.

1. David Danker
Tiffani Luckey
AEC 4500-Program Objectives
Planning Programs and Developing Objectives
Program planning is highly organized and intricate. There are many steps along the way that
must be carefully thought out, planned, and critiqued. Developing a program’s objectives is a
crucial step in the process, because it lays down the ground rules for a program and specifically
states what needs to be accomplished. After performing a needs assessment to determine what a
certain individual, community or organization necessitates, one must then set their program goals
before moving on to developing program objectives. It is essential to not get program goals and
program objectives confused. Program goals are general and broad, and answer simple questions
such as: “why” and “how” is this program going to be carried out? On the other hand, program
goals allow one to see a problem from a “big picture” point of view, allowing brainstorming for
many possible points of solution. Transitioning from program goals to program objectives can be
facilitated by refining ideas, selecting people to help determine priorities and eventually using an
objective measure to select priorities. Program objectives are clear, specific and attainable
statements of the desired results of a program. Through the use of SMART objectives, one may
develop effective program objectives, which also serve as the foundation of instructional plans.
Developing program objectives is just as crucial as actually carrying out the program, with three
key elements addressing development: where one wants it to go, how to determine if one has
gotten there, and how one wants to get there. It is important in considering the three
developmental elements because it will help determine whether it is a “learning” program

2. David Danker
Tiffani Luckey
AEC 4500-Program Objectives
objective or an “operational” program objective. “Learning” program objectives focus on what
participants are expected to learn by the end of a specific educational or training program. They
should be framed to reflect progressively higher-level functioning, such as critical thinking,
problem solving, analyzing and evaluating (Council on Education for Public Health, 2005). An
example of a “learning” program objective would be an educational support group for children
with learning disorders. The program proceeds with three primary outcomes: (1) knowledge
gain about their condition, (2) opportunities to express their feelings about living with a learning
disorder, and (3) times for sharing how they are coping with their problems and how they can
help each other. In comparison, “operational” program objectives outline how program staff will
improve the quantity and quality of program resources and other basic operational aspects of the
program. An example of an “operational” program objective would include supplying an existing
program with additional support in certain areas to improve its performance and outcomes.
Opinions amongst program planners differ upon whether program objectives are in fact a
measurable entity. While many program planners feel that objectives should be stated in
behavioral terms and thus measurable, there is debate over the concept that objectives can deliver
unintended, unforeseen results in observed performance. Many program planners straddle the
fence on the argument, recognizing that some outcomes can be measured while others cannot.
Due to the variability in nature of uncompleted objectives, one should state both measurable and
non-measurable objectives. Unexpected, breakthrough successes can occur, so it is imperative to
remain levelheaded and flexible with team objectives. For example, an overseas communications

3. David Danker
Tiffani Luckey
AEC 4500-Program Objectives
firm in India that provides customer support for Verizon Wireless clientele instates a new
program for developing employees’ English speaking skills. Prior to the program launching,
program planners for the firm have the measurable goal of improving employee’s
communication skills with English speaking customers. The achievement can be measured by
customer satisfaction and feedback. Program planners also state the non-measurable goal of
boosting employee’s overall confidence in the workplace by mastering the world’s most spoken
language. While both of the planned achievements came true as the program continued, program
planners also unforeseeably began receiving close to double the amount of customer support
calls due to positive feedback, thereby increasing measurable revenues and enabling the firm to
hire more employees on the phones. The firm also unforeseeably has such success with the
program that a local college offers scholarships to any trained employees willing to speak at the
school on behalf of the program. There is no possibility program planners could predict the
immeasurable prospect of their employees gaining a free college education. The program
planners triumph, with foreseen as well as surprising achievements.
Solid and successful program objectives are essentially rational, practical and concrete. While
planning and executing program objectives, one should remain discriminate; pushing an
objective in one direction always rules out the other route. The development of objectives
should involve all parties concerned, including, but not limited to participants, work supervisors
and stakeholders. Remember the SMART rule when articulating the program planning
objectives; meaning to always be objectively specific, measurable, attainable, realistic, and

4. David Danker
Tiffani Luckey
AEC 4500-Program Objectives
timely. An additional objective requirement is to have a measurable outcome; in which instills
certainty the program objectives will meet the quantifiable criteria needed to measure success.
Learning outcomes and objectives can then be evaluated by setting checkpoints; checkpoints
must be realistic and feasible to ensure the measure of how beneficial or practical a program will
be to an organization. Checkpoints also thought of as "milestones" interleave into the program
plan as control points for management and reporting coverage, they often represent important
review points or interdependencies in the plan.
Program planning is a plan put into place so that it can help a certain person, group of people, or
organization with goals, activities, rules, objectives, and different procedures that a person,
company, or an organization imperatively needs in order to run productively. In the article
“Project Management for the Web Geek on SitePoint” (2), author Meri Williams, outlines the key
elements in project management and writes about what is and is not Project Management.
According to Williams, when assigning milestones, it is better to break them down into mini-
milestones and assign them to one person. She writes, “Clear responsibility makes it easier to get
stuff done, and your team will appreciate that you show your trust in them.”

5. David Danker
Tiffani Luckey
AEC 4500-Program Objectives
References

6. David Danker
Tiffani Luckey
AEC 4500-Program Objectives
Council on Education for Public Health. (2005). www.hsps.harfvard.edu. In CEPH. Retrieved
from http://www.hsph.harvard.edu/facultyhand erbook/learning_objectives.pdf.
Effective Project Management for Web Geeks. Meri Williams. Site Point, June 13, 2007.
""Project Management" PMBOK Guide, 3rd Edition, Project Management Institute Inc.,
Pennsylvania, 2004.
Krause, Tim. "Using Simulation to Teach Project Management in the Professional Writing
Classroom." The Writing Instructor. May 2010. http://www.writinginstructor.com/krause (March
13, 2012).
Williams, Meri. The Principles of Project Management. Collingwood: sitepoint. 2008.