Applying management by objectives processes to curriculum development, 1980

Purpose/ The major purposes of this project were: (1) to examine and document the processes involved in formulating a �written� curriculum and instructional plan using MBO processes or procedures; (2) to formulate (from points set forth in the literature) a list of criteria for evaluating the potential effectiveness of curriculum and instructional plans, especially MBO- based written plans. Project Procedures The project procedures followed the design of historical research. The writer collected initial data through the use of interviews, observation and experimentation with various instructional plans based on MBO processes. MBO processes are anlayzed from the standpoints of how they function in five areas of institutional or school concerns as follows: (1) employment market (from a vocational/ technical school viewpoint); (2) administrative obligations; (3) faculty concerns; (4) stu�dent�s needs and interests; and (5) support personnel. MBO processes are also analyzed in seven areas of curriculum development concerns as follows: (1) the curriculum program; (2) individual course content; (3) instructional organization and processes; (4) specific instructional units; (5) related learning modules; (6) specific learning activities; and (7) competency evaluation techniques. The project procedures were designed to culminate in a document detailing the use of MBO processes in curriculum development and instructional planning. Conclusions /MBO processes are useful effective tools in educational planning at various levels. Basically, MBO processes are designed to facilitate detailed planning towards assessable results. This is achieved through the assessment of needs; goal setting; translating goals into objectives; exploring alternative ways of reaching objectives and goals, and assessing the degree of goal attainment. These processes can be benefical to schools and educational programs in the areas of participative planning and accountability. MBO processes require significant amounts of time in initial planning. In some instances, the school might have to plan toward making tremendous allocations of space, supplies and other instructional materials and equipment in order to facilitate the MBO- based curriculum and instructional plan. Recommendations /Planning needs to be a foremost consideration in effective instruction. It is recommended that further study be made of the role comprehensive advance planning plays in effective classroom instruction and related learning. It is also recommended that follow-up studies be made of the effectiveness of MBO- based curriculum and instructional plans when implemented in the classroom. It is also recommended that studies be made of the effect of orientating beginning teachers to MBO- based instructional planning. In studying the effectiveness of MBO-based curriculum and instructional plans in operation, the writer also recommends the following: 1.that all affected school personnel be thoroughly oriented to MBO processes before actually using them in operation. 2.that administrative personnel be committed to the concept in terms of resource allocation and timely decision-making. 3.that thorough explorations of the benefits and liabilities of utilizing MBO processes in planning for specific individual schools be conducted prior to implementing the process