Before beginning work on setting priorities, it’s a good ...



Before beginning work on setting priorities, it’s a good idea to develop a common understanding of terms. People often use the terms vision, goals, objectives, strategy, baseline, and target differently.

|Vision |Why is a plan being established? |

|Examples: |(guides planning around a health issue with a broad and lofty statement of general purpose) |

|Create a society of healthy, caring adults. |Tips |

|Ensure all students have access to health care. |To begin crafting a vision, ask, “How would things look if the issue was fully addressed?” |

|Create a university community free from substance abuse. |Consider drafting guiding principles to support your vision statement. |

| |Use the vision to guide choices in the planning process and to communicate priorities. |

| |State what you want to achieve, not how you plan to get there. |

|Goals |What do you want to happen? |

|Examples: |(describes what the plan is trying to accomplish) |

|Increase regular exercise among students. |Tips |

|Provide all campus members with opportunities to safely |Ask yourself, “What would make this effort a success?” |

|participate in physical activity every day. |Use goals to clarify what is important within a priority area before drafting objectives. |

|Eliminate secondhand smoke in public places. |Begin with action words such as reduce, increase, eliminate, ensure, establish, etc. |

| |Focus on the end result of the coalition’s work. |

| |Consider whether the goal is campus-wide or specific to a particular population (by race, |

| |gender, year in school, etc.). |

| |Maintain the SMART (Specific, Measurable, Achievable, Realistic, and Time-Bound) principles |

| |when creating goals. |

|Objectives |How will we know whether we reached the goal? |

|Examples: |(offers specific and measurable milestones, or targets; sets a deadline; narrows the goal by|

|By 2020, increase the percentage of students who reported |adding who, what, when, and where; clarifies by how much, how many, or how often) |

|eating five or more fruits and vegetables per day by 5 |Tips |

|percent (Baseline: 6.0 percent in 2010) |Consider a wide range of indicators that could show progress toward achieving health goals. |

|By 2020, increase the proportion of females or their |Among these are individual behaviors, professional practices, service availability, campus |

|partners who reported using contraception during the last |attitudes and intentions, insurance status, service enrollment, policy enactment, voluntary |

|vaginal sexual intercourse by 10 percent (Baseline: 56.6 |participation in employer programs, organizations that offer particular programs, policy |

|percent in 2010) |compliance/enforcement findings, results of population screening or environmental testing, |

|By 2015, reduce the proportion of students who reported |or the occurrence of events that suggest breakdowns in the public health system. |

|cigarette use within the last 30 days by 3 percent. |Be specific. What is to be achieved? (What behavior or what outcome? Who is expected to |

|(Baseline: 16.0 percent in 2010) |change, by how much, and by when?) |

| |Be clear with numbers and percentages (i.e., know your denominator). There is a big |

| |difference in increasing enrollment by 20 percent, to 20 percent, or by 20 people. |

| |Make sure the objectives are relevant to the goal and vision. Do they show what the |

| |coalition hopes to accomplish and why? Are they challenging? |

|Strategy |How will the objective be reached? |

|Examples: |(specifies the type of activities that must be planned, by whom and for whom) |

|Campus recreation department will increase physical activity|Tips |

|based classes available to all campus members (students, |Choose strategies that are achievable. |

|faculty, and staff). |Ask whether the strategy addresses known risk factors and how it will reduce risk and/or |

|Health promotion staff will provide skills training to |increase health factors. |

|campus physicians on effective physical activity counseling.|Provide known effective (efficacious and possible) interventions and strategies. |

|Campus security will enforce campus tobacco policy to campus|Seek individuals affected directly or indirectly by the health threat. Enlist their support |

|members (students, faculty, and staff). |in getting policy maker or partner support. |

| |Consider evidence-based strategies from the Guide to Community Preventive Services. |

|Baseline and Target |Objectives need a target and a baseline. |

|Examples: |A target is the desired end point amount of change, reflected by a number or percentage. |

|Baseline: 25.7 percent of students who reported having ever |A baseline is where the community is now, or the first data point in the tracking continuum.|

|been tested for HIV in 2010. |Exceptions include policy or organizational objectives that can be measured simply by being |

|Target: 28.3 percent of students who reported having ever |established. |

|been tested for HIV by 2020. | |

Adapted from material in the public domain:

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2020 Program Planning Tools. Retrieved June 2012, from .

Original source:

Public Health Foundation, under contract with the Office of Disease Prevention and Health Promotion, Office of Public Health and Science, U.S. Department of Health and Human Services. (2002, February). Healthy People 2010 Toolkit: A Field Guide to Health Planning (pp. 60-63). Washington, DC: Public Health Foundation.

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June 2012

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Defining Terms

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