Gabrielle Evans

AHRD 640: Program Evaluation and Measurement

9/8/14

Program Objectives Activity

The program objectives for the Adult Education/Human Resource Development (AHRD)
graduate program are listed below in bold. Each of the objectives have been evaluated in a twostep process. First, each objective is reviewed to determine whether it aligns with the program
courses and key program assessments. Next, each objective is assessed to ensure that it aligns
with the five principles of SMART objectives. After each objective has been analyzed, the
researcher will compare the AHRD objectives to those of the ASTD Competency Model to
determine whether there are missing components in the list of AHRD objectives.

Objective Alignment with Program Courses and Key Assessments

The following chart lists each objective in the AHRD program followed by the courses and key
assessments that apply to each. The chart only includes the core courses that are required for
each student to complete in order to graduate from the program.
Objective: To understand and apply systems theory, analytic systems, principles of adult
development, learning theory, leadership theory and current trends.
Applicable Courses:
AHRD 520: Foundations of Adult Education/Human Resource Development
AHRD 580: Learning Theories and Practice
Key Assessments:
Written Comprehensive Exams
Objective: To understand business, industry, educational and other organizational settings.
Applicable Courses:
AHRD 520: Foundations of Adult Education/Human Resource Development
Key Assessments:
Written Comprehensive Exams
Objective: To identify, understand and build effective organizational relationships that
support teaching, learning, and performance improvement appropriate to the context.
Applicable Courses:
AHRD 600: Performance Analysis and Needs Assessment in Adult Education/Human
Resource Development
Objective: To organize, manage, and evaluate teaching, learning, and performance
improvement efforts.

Applicable Courses:
AHRD 640: Program Evaluation and Measurement in Adult Education/Human
Resource Development
Key Assessments:
Oral Comprehensive Exams
Objective: To analyze, design, develop, implement, and evaluate appropriate curricula in
appropriate modes (including distance, action, self-directed, transformative, informal
learning, etc.) for individual, team, organizational, and social learning.
Applicable Courses:
LTLE 610: Instructional Design in Adult Education/Human Resource Development
Key Assessments:
Oral comprehensive exams
Objective: To facilitate and lead team-based learning, planning, organizing, and evaluating
appropriate to the context.
Applicable Courses:
AHRD 540: Leadership and Facilitation
Key Assessments:
Oral comprehensive exams
Objective: To be aware of and apply appropriate technologies.
Applicable Courses:
LTLE 570: Design and Development of Digital Media
LTLE 610: Instructional Design in Adult Education/Human Resource Development
AHRD 695: Portfolio
Key Assessments:
Online Portfolio
Objective: To recognize and respond responsibly to issues of diversity and ethics.
Applicable Courses:
AHRD 540: Leadership and Facilitation
Key Assessments:
Oral Comprehensive Exams
Objective: To demonstrate the ability to articulate and forecast the vision and role for
teaching, learning, and performance improvement according to the context.
Applicable Courses:
AHRD 520: Foundations of Adult Education/Human Resource Development
AHRD 540: Leadership and Facilitation
Objective: To interpret and conduct research.
Applicable Courses:

AHRD 630: Research Methods and Inquiry in Adult Education/Human Resource

Development
AHRD 680 Reading and Research
AHRD 700: Thesis

To To
Key Assessments:
Written Comprehensive Exams
Defense of Research

Program Alignment with SMART Objectives

1. To understand and apply systems theory, analytic systems, principles of adult
development, learning theory, leadership theory and current trends.
When comparing this objective to the SMART goals, the first thing I analyze is whether this
objective is specific. Understand and Apply are the two action verbs that should tell
learners what they are expected to achieve in the program, however one is vague and
difficult to measure while the other is concrete. While it is possible to determine if an
individual has applied the concepts to their work and assignments, it is difficult to ascertain
whether the learner understands each of the concepts. This objective also fails to tell
learners how the change will be implemented. Therefore, this objective fails to be specific.
Next, I analyze whether the stated objective is measurable. This objective would not be
considered measurable because there is not a quantity reference for the level of
understanding and application that has to be attained to achieve the objective.
Then, I determine whether this goal is attainable or achievable. This objective is attainable
because there are courses and assessments that each student must complete to graduate
from the program. Passing these courses will prove that the learner understands each of
the concepts in this objective.
The next step is to determine whether the stated objective is relevant. This objective would
be considered relevant because the goal of the program is to develop individuals who are
capable of being human resource development professionals, consultants, instructional
designers, educators, and more. These courses are relevant to each of the professions that
this program targets.

Finally, I determine whether the stated objective is time bound. This objective is not time
bound. It does not have a time reference or a deadline for when this objective should be
completed.
2. To understand business, industry, educational and other organizational settings.
The first thing I analyze is whether this objective is specific. This objective would not be
considered specific because the action verb understand is not concrete. There are
different levels of understanding for each learner, therefore this objective is difficult to
pinpoint.
Next, I analyze whether the stated objective is measurable. There is no quantifiable
measure in this objective and the objective fails to provide information that tells the learner
how they can know that they understand business, industry, educational and other
organizational settings.
Then, I determine whether this goal is attainable or achievable. This objective is achievable
because of the textbooks, resources, instructors, and summer intern experiences that the
students are exposed to in the program.
The next step is to determine whether the stated objective is relevant. The objectives are
relevant because the students who enter the program are interested in working in business
fields such as consulting, human resource, and instructional design. There are others
interested in educating and training adults. This objective assures learners that they will
learn what they need to be successful in the program.
Finally, I determine whether the stated objective is time bound. This objective is not time
bound because it does not state a time reference or a deadline that lets learners know
when this objective should be completed.
To identify, understand and build effective organizational relationships that support teaching, learning, and
performance improvement appropriate to the context.

The first thing I analyze is whether this objective is specific. This objective is specific when it
references action verbs such as identify and build because it tells learners what they are
going to do and for whom they will do it for. Learners understand that they will identify and
build for the purpose of forming relationships that support their goals. This is telling
learners the exact way that they will be able to form relationships in this program. Despite
this fact, the action verb understand still fails to be specific enough for each type of
learner that will try to achieve this objective.
Next, I analyze whether the stated objective is measurable. This objective is not measurable
because learners do not have a quantifiable number or indicator that tells them when they

can know they have achieved the appropriate level of identification, understanding, and
building to build relationships in the program.
Then, I determine whether this goal is attainable or achievable. This objective would be
considered achievable because the program provides support and resources for learners to
accomplish this objective.
The next step is to determine whether the stated objective is relevant. This objective is
relevant because building and forming relationships is important to this program and career
field. Networking is an important concept for those who wish to go into business fields and
this program allows learners to be supported in their endeavors to connect with others.
Finally, I determine whether the stated objective is time bound. This objective would not be
considered time bound because it fails to state how learners will know when this objective
should be accomplished. There is no information surrounding whether this should happen
within a semester or within the second year of the program. There is no way for the learner
to gauge when they have achieved the things listed in this objective.
3. To organize, manage, and evaluate teaching, learning, and performance improvement
efforts.
The first thing I analyze is whether this objective is specific. This objective would be
considered specific because the action verbs give the learner a clear picture of what they
will be doing in the graduate program. The verbs are concrete and give the learner a good
picture of how they will learn about performance improvement.
Next, I analyze whether the stated objective is measurable. This objective is not considered
measureable because there is not a specific quality or quantity mentioned with this
objective. There is no way for the learner to realize whether or not they have adequately
managed, organized, evaluated, or learned.
Then, I determine whether this goal is attainable or achievable. This objective would be
considered achievable because the graduate program offers classes that require student to
work on performance improvement projects. These projects require students to utilize the
skills listed in this objective.
The next step is to determine whether the stated objective is relevant. This objective is
relevant because the fields of business, human resource development, adult education, and
instructional design each require a knowledge of performance improvement.

Finally, I determine whether the stated objective is time bound. This objective would not be
considered time bound because the learner is not given details about a specific deadline or
date that this objective should be accomplished.
4. To analyze, design, develop, implement, and evaluate appropriate curricula in
appropriate modes (including distance, action, self-directed, transformative, informal
learning, etc.) for individual, team, organizational, and social learning.
The first thing I analyze is whether this objective is specific. This objective is specific. It tells
learners the actions that they will take and the goals that they are trying to reach using
those actions. Learners have a clear idea of how they are going to analyze curriculum with
this objective because the entire process has been explained with information on how the
learning will occur.
Next, I analyze whether the stated objective is measurable. This objective would not be
considered measurable because there is not a quantity reference for the level of
understanding and application that has to be attained to achieve the objective.
Then, I determine whether this goal is attainable or achievable. This objective is achievable
because each student in the program is required to take an instructional design course that
teaches each step of the ADDIE model. There are other courses that use this model as a
foundation as well.
The next step is to determine whether the stated objective is relevant. The objectives are
relevant because the students who enter the program are interested in working in business
fields such as consulting, human resource, and instructional design. There are others
interested in educating and training adults. This objective assures learners that they will
learn what they need to be successful in the program and in their chosen career field.
Finally, I determine whether the stated objective is time bound. This objective is not
considered time bound because there is not specific language in this objective that tells
learners when they can expect to complete the actions listed in this objective.
5. To facilitate and lead team-based learning, planning, organizing, and evaluating
appropriate to the context.
The first thing I analyze is whether this objective is specific. This objective is specific because
it possible to determine whether students are facilitating and leading information within
the program.
Next, I analyze whether the stated objective is measurable. There is no quantifiable
measure in this objective and the objective fails to provide information that tells the learner

how they can know that they understand business, industry, educational and other
organizational settings.
Then, I determine whether this goal is attainable or achievable. This objective is achievable
because students will work in groups each semester that they are in the program. They will
also have to use each of the other skills listed in this objective as they progress through the
course. Resources such as textbooks and projects that we must take in this course explain
how each of these action verbs should be done and each student will have an opportunity
to carry out the actions in the program.
The next step is to determine whether the stated objective is relevant. This objective is
relevant because the fields of business, human resource development, adult education, and
instructional design each require a knowledge of performance improvement.
Finally, I determine whether the stated objective is time bound. This objective would not be
considered time bound because it fails to state how learners will know when this objective
should be accomplished. There is no information surrounding whether this should happen
within a semester or within the second year of the program. There is no way for the learner
to gauge when they have achieved the things listed in this objective.
6. To be aware of and apply appropriate technologies.
The first thing I analyze is whether this objective is specific. This objective is specific when it
refers to the action verb apply because the learner can tangibly assess whether they
applied technology to assignments in the program. However, the action verb aware is not
specific because each learner becomes aware of technology at different levels.
Next, I analyze whether the stated objective is measurable. This objective is not measurable
because learners do not have a quantifiable number or indicator that tells them when they
can know they have achieved the appropriate level of identification, understanding, and
building to build relationships in the program.
Then, I determine whether this goal is attainable or achievable. This objective is achievable
because the students are able to take courses such as instructional design, video, and other
technology courses within this program.
The next step is to determine whether the stated objective is relevant. This objective is
relevant because the world is using technology as its main source of information sharing
and a medium for business.

Finally, I determine whether the stated objective is time bound. This objective is not
considered time bound because there is not specific language in this objective that tells
learners when they can expect to complete the actions listed in this objective.
7. To recognize and respond responsibly to issues of diversity and ethics.
The first thing I analyze is whether this objective is specific. This objective is not specific
because if fails to inform the learner of how this objective will be carried out. They are not
given information about how they will recognize and respond to diversity and ethics issues.
The objective is very vague and it is hard to tell what the exact action students will take.
Next, I analyze whether the stated objective is measurable. There is no quantifiable
measure in this objective and the objective fails to provide information that tells the learner
how they can know that they understand business, industry, educational and other
organizational settings.
Then, I determine whether this goal is attainable or achievable. This goal is achievable
because students will learn about diversity and ethics in the Leadership and Facilitation
course that each student is required to take as a student in the program.
The next step is to determine whether the stated objective is relevant. This objective is
relevant because the fields of business, human resource development, adult education, and
instructional design each require a knowledge of performance improvement.
Finally, I determine whether the stated objective is time bound. This objective is not
considered time bound because there is not specific language in this objective that tells
learners when they can expect to complete the actions listed in this objective.
8. To demonstrate the ability to articulate and forecast the vision and role for teaching,
learning, and performance improvement according to the context.
The first thing I analyze is whether this objective is specific. This objective is specific because
it gives concrete action verbs that tell the learner exactly what they will do and what task
they will do it for. The action verbs also describe what has to be done in this objective.
Next, I analyze whether the stated objective is measurable. This objective is not measurable
because learners do not have a quantifiable number or indicator that tells them when they
can know they have achieved the appropriate level of identification, understanding, and
building to build relationships in the program.
Then, I determine whether this goal is attainable or achievable. This goal is achievable
because there are several opportunities for students to articulate and forecast the vision

and role for teaching, learning, and performance improvement in our program. Classes such
as Learning Theories allow students to look at the concept behind various the vision and
role for teaching, the course Introduction to Human Resource Development teaches
students how to forecast the vision and role for teaching, and the Needs Assessment course
teaches students performance improvement techniques.
The next step is to determine whether the stated objective is relevant. The objectives are
relevant because the students who enter the program are interested in becoming adult
educators and trainers. This objective assures learners that they will learn what they need
to be successful in the program and in their chosen career field.
Finally, I determine whether the stated objective is time bound. This objective would not be
considered time bound because it fails to state how learners will know when this objective
should be accomplished. There is no information surrounding whether this should happen
within a semester or within the second year of the program. There is no way for the learner
to gauge when they have achieved the things listed in this objective.
9. To interpret and conduct research.
The first thing I analyze is whether this objective is specific. This objective is specific because
learners are given information that provides context for what theyre expected to achieve.
The objective informs the learner that they will conduct research in the program and
interpret the research of others.
Next, I analyze whether the stated objective is measurable. This objective would not be
considered measurable because there is not a quantity reference for the level of
understanding and application that has to be attained to achieve the objective.
Then, I determine whether this goal is attainable or achievable. This objective is achievable
because the AHRD program has several courses that allow students to interpret and
conduct researches. Courses such as Research Methods and the Thesis courses allow
students to learn about the proper way to conduct research as well as the proper way to
interpret research that has been done at other institutions.
The next step is to determine whether the stated objective is relevant. This objective is
relevant because the fields of business, human resource development, adult education, and
instructional design each require a knowledge of performance improvement.
Finally, I determine whether the stated objective is time bound. This objective is not
considered time bound because there is not specific language in this objective that tells
learners when they can expect to complete the actions listed in this objective.

Comparison of AHRD objectives to ASTD Competency Model

The following portion will compare the AHRD objectives to the ASTD Competency Model to
determine whether there are missing components in AHRD objectives.

ASTD Competency

Career Planning

Coaching and Feedback

Credentialing

Training and Development

AHRD Objectives
Applicable Objective:
To understand business, industry, educational, and
other organizational settings.
Comments:
This objective could be applicable to career planning
because this course allows students to understand
information about the career field that they are interested
in pursuing. However, there could be a more concrete
objective that ensures that career planning is an option for
students.
Applicable Objective:
None
Comments:
There is information taught on coaching and feedback
during the Introduction to Adult Education/Human
Resource Development; however, more material has to be
taught on this topic before it can have a distinct place on
the program objectives list.
Applicable Objectives:
None
Comments:
The ASTD Competencies article states credentialing as the
requirement of individuals to meet certain pre-determined
qualifications, such as acceptable performance on an exam
or completion of some type of work experience. This
competency can be seen in the requirement of the program
because students are not allowed to enroll in certain
courses until they complete other courses first. However,
there is not a specific AHRD objective that addresses this
competency. This could be included in the objectives if the
AHRD objectives were measurable or explained the
requirement for students to progress through the courses.
Applicable Objectives:

To organize, manage, and evaluate teaching, learning,

and performance improvement efforts.
To analyze, design, develop, implement, and evaluate
appropriate curricula in appropriate modes (including
distance, action, self-directed, transformative, informal
learning, etc.) for individual, team, organizational, and
social learning.
To facilitate and lead team-based learning, planning,
organizing, and evaluating appropriate to the context.
To be aware of and apply appropriate technologies.

Comments:
This is where most of the objectives are listed because our
program is very training- and development- focused.
Applicable Objectives:
None

Performance Management

Succession Planning

Comments:
This program focuses more on performance improvement
than it does performance management. There is an
objective that even mentions the ability of students to
manage and evaluate teaching, learning, and performance
improvement efforts but nothing specifically addresses
performance management.
Applicable Objectives:
None
Comments:
This objective is missing based on the ASTD competency
model. There is no listed objective which refers to
succession planning and we do not learn a lot about that
topic within our program.
Applicable Objectives:
None

Selection

Promotion

Comments:
An objective on selection would give students clarity on
what is needed to get into the program as well as progress
once they are within the course.
Applicable Objectives:

To demonstrate the ability to articulate and forecast the

vision and role for teaching, learning, and performance
improvement appropriate to the context.

Comments:
This objective relates to the ASTD competency of promotion
because students learn to forecast the vision and role for
teaching. This requires students to understand the current
market for employees in our field as well as the potential for
promotion in the future.