Whilst working with managers and leaders I have often found capability gaps in their ability to write a robust set of performance objectives.

Yes, most people are aware of the SMART acronym - and this does help to make the objective setting process a little more rigorous, but it only goes so far.

More often than not the inclusion of ‘SMART’ within the process is poorly applied or used as a ‘throw-away’ comment to try and create the illusion of creating meaningful objectives…and ‘ticking-the-box’.

I’d like to offer an alternative, perhaps used alongside SMART, to help make this important process more robust…and easier to assess performance against later on.

This approach is adapted from the process of building objectives for a training programme or learning event…yet it struck me how easily it could be applied to performance objectives too.

Objectives should include 4 distinct components: Action / Activity, Behaviour, Condition and Degree. The objective does not have to be written in this order (ABCD), but it should contain all of these elements
Objectives must be observable AND measurable to be effective.
The use of words like; ‘understand’ and ‘learn’ in written objectives are generally not acceptable as they are difficult to measure.
Throughout the performance period (quarter, half-year, year etc.), a comparison of the outcome achieved should be made against the objectives set for the person. This process, called performance agreement, ensures the final achievement(s) meets the goals set.

Characteristics of objectives

Observable and measurable.
Unambiguous – often objectives ‘bundle’ more than one outcome…so where possible each objective should be discrete.
Results oriented / clearly written / specific.
Measurable by both quantitative and qualitative criteria.
Communicate successful behavioural terms.
Written in terms of performance.

Samples

Given a standard sentence, the English 101 student should be able to identify the noun and verb without error.
Given an assortment of EMS equipment to pick from, the paramedic should be able to identify all of the equipment necessary to perform rapid sequence intubation without error.
The EMT-B participant should be able to identify at least 4 warning signs of possible child abuse from a family member’s interview that contains 5 warning signs.

Action or Activity

Describes the intended action or activity required.
Describes what the outcome must, should or could ‘look-like’ (what would a successful outcome be?).
Should ideally be aligned to the company AND functional goals.

Behaviour

Describes the capability required / expected.
Must be observable and measurable (you will define the measurement elsewhere in the goal).
The “behaviour” can include demonstration of knowledge or skills in any of the following domains; cognitive, psychomotor, affective, or interpersonal, example;
- … should be able to write a report…
- …should be able to describe the steps…

Cognitive domain;

Emphasizes remembering or reproducing something which has presumably been learned.
Deal with what they should know, understand, comprehend, solve, spell, critique, etc.

Psychomotor domain;

Emphasizes some muscular motor skill, some manipulation of material and objects, or some act that requires a neuromuscular coordination. Co n cerne d w ith how a person moves or controls his/her body.

Affective domain;

Composed of two different types of behaviours:

reflexive (attitudes) and voluntary reactions and actions (values).
Stages: perception, decision, action and evaluation.

Interpersonal domain;

Emphasises skills (not attitude or knowledge) associated with interpersonal exchanges.
How the person interacts with others in a variety of situations.

Condition

Equipment or tools that may (or may not) be utilised in completion of the action or activity.
Environmental conditions may also be included, example;
- …given an oxygen wrench, regulator and D tank with oxygen…
- …given the complete works of William Shakespeare…
- …given the following environment: 10PM, snowing, temperature 0 degrees C…

Degree

States the standard for acceptable performance (time, accuracy, proportion, quality, etc.), example;
- … without error.
- … 9 out of 10 times.
- …within 60 seconds.
- …within the range of (x) and (y).
- …to an accuracy of 90%.

Reviewing ABCD Objectives

What is the action or activity required?
What observable performance is the person to exhibit?
What conditions are provided for the person during activity execution?
What constitutes a minimum acceptable outcome?

Performance Agreement

Reiterative process where outcome is compared to objectives to determine if the outcome delivered actually meets the objectives.
- By “reiterative” we mean that throughout the performance period the reviewed should check if performance is on track. It is much easier to make minor adjustments as you go along than it is to have a tough conversation if the expectations have not been met.
If you cannot clearly see that performance (outcomes) is meeting the objectives, then you must decide the following:
- Rewrite the objectives to meet the changing needs (if the needs have changed!) and if the changed objectives would still be acceptable.
- Check for comprehension of the objectives, perhaps the issuer was unclear in their instruction!
- Look at gaps in capability (attitude, knowledge or skill), and assess whether these can be closed – then use the best method to do so.
- Reassign the person to a role or activity within their capability.

When being SMART isn't smart enough...