Presentation from 2009 Organizational Learning and Evaluation. 2010 presentation will move the dialogue to evaluative inquiry and a systems view to how to use models and do modeling to clarify intent and understand progress.

1. UNDERSTANDING AND APPLYING
LOGIC MODELS
Presented by: Jara Dean-Coffey, Principal
Jill Casey, Associate
May 7 and 8, 2009 Organizational Learning & Evaluation Conference

2. Agenda
2
Introductions
Objectives
Logic Models
Applying Learnings
Sharing Stories and Strategies
Going Forward

3. Evaluation Philosophy
3
Grounded in intent
Goals and objectives linked to
strategies/activities
Reality based–context, capacity, and
resources
Informed decisions and enhanced
learning
Integrated into organizational culture
and practice

4. Our Objectives
4
Understand the elements of Logic
Models
Learn when to use what type and why
Apply learning to actual situations

5. Logic Models
5
Tools
Used at different stages
Earlier is better than later
It is never too late

6. Sidney Harris
6

7. What Are They?
7
Logic Models are a framework for describing the
relationships between investments, activities,
and expected changes.

8. Reflection
8
Discuss your experience with logic
models:
How have you used them?
Why have you used them?
What have been their strengths and/or
the limitations in your work?

9. Why Use Them?
9
Maximize limited resources
Establish a common language and
construct for change
Support critical thinking
Increase likelihood of success
Assist in making tough decisions
?

10. What Are the Components?
10
Key Components Optional Components
Expected Changes Data Sources
(results, outcomes) Measures
Inputs Research/Best Practices
Activities Assumptions
Outputs Context
It is not together, but the ensemble is perfect.
Eugene Ormandy, Musical Director, Philadelphia Orchestra
1938-1980

11. So, Why Care?
11
If you don’t know where you are going,
you will wind up somewhere else.
Yogi Berra, National Baseball Hall of Fame, 1972

12. All Shapes and Sizes
12
It is the thinking process that is valuable
Source: www.uwex.edu/ces/lmcourse

13. When to Use?
It depends on where you are
13
Program Design
Phase 1
Conceptualization Phase 1
Planning Phase 3
Program Implementation
Phase 2
Start-up
Early Implementation
Phase 3
Full Implementation Phase 2
Termination
Transformation

14. Types of Logic Models
14
Planning
Implementation
Evaluation

15. A Logic Model: Planning
15
1. ISSUES ADDRESSED
a. Children's health
6. STRATEGIES b. Parenting skills and available resources
c. Children's ability to learn
a. Children's Health Initiative
4. EXPECTED CHANGE
b. Comprehensive Health Insurance
Coverage a. Children have optimal health and well-being.
c. Health Insurance Infrastructure Children have access to affordable comprehensive
2. GUIDING VALUES health insurance.
d. Preventive Dental Services
We believe... Families and caregivers have access to information
e. Health Advocates/Health Literacy and support to protect and promote the health, safety
Services a...that families have the primary responsibility for their and well-being of their children.
children's physical, intellectual, mental, social and moral
f. Mental Health/Child Safety/Special Needs development. Children have access to preventive oral health, mental
Consultation b...that the entire community shares the responsibility with health and specialty medical services.
families to ensure that every child thrives.
g. School Readiness Initiatives b. Children are ready for school.
c...that what we do to increase the potential of less
“Preschool for All” advantaged children improves the potential for all children. Children with social/emotional issues and special
needs are identified early and receive support.
h. Early Education Workforce Development d...We respect and value the diversity of families, races and Families have access to information, quality early
i. New Parent Education cultures in Marin. education opportunities, and support to protect and
promote the social/emotional development and school
j. Healthy Lifestyles and Child Friendly e...that our resources must be directed toward catalyzing readiness of their children.
Communities Promotion sustainable improvements in the health and well-being and
development of all children in Marin. Schools are prepared for children and linked with the
k. Policy Development, Public Education and community.
Advocacy f...our highest and best use is working to prevent problems
before they begin.
l. Emerging Issues and Special Projects c. Public policies support children
Public policies promote the optimal social/emotional
development and school readiness of all children.
3. EVIDENCE SUPPORTING STRATEGIES
Public policies support the development of quality
5. CONTEXTUAL FACTORS a. Initial and recent strategic planning process early education and child-ready school environments
that promote success in life.
a. Other funding and
b. Data collected through DHS Survey,
planning efforts Public policies promote the optimal health, safety and
Healthy Marin Partnerships and other sources
in the County well-being of all children.
c. Community engagement processes
b. Strong community
interest and involvement
d. Research findings on early child
development and family support
c. Proposition 10
legislative mandate.
e. Research and evaluation findings on
community empowerment and
d. Federal, State and
engagement strategies and results
local policies and budgets.

16. A Logic Model: Implementation
16
Healthy Behavior and Prevention – Physical Activity Focus
Source: Sunflower Foundation - Health Care for Kansas

17. A Logic Model: Evaluation
17
Healthy Behavior and Prevention – Physical Activity Focus
Outcomes
(Expected Changes) Measures Data Sources
(Objectives)
Short Interim Long
Children and Children and 65% of target population report increased knowledge of Survey
adults have adults the importance of physical activity.
increased demonstrate
awareness, healthy 50% of target population report engaging in physical Survey
knowledge behavior. activity at least 3/wk for 30 minutes or more.
and skills re:
the value of 5 schools/departments participating in the program have Survey
healthy agreed to implement program in to regular scheduling and
behavior. budget.
90% of target population (adolescents and adults) who CHIS
Children and were smoking report no longer doing so BRSS
adults are Survey
healthier.
30% of target population (children and adults) are within a YBRSS
healthy BMI range Medical Chart Review
Survey
Source: Sunflower Foundation - Health Care for Kansas

18. The Context for Programs
18
Organizational
E Framework E
n Program n
v Mission/ Framework v
i Vision
i
r Logic Model
Assump- Inputs r
o Theory of Components
tions/ o
n Change
Evidence n
m
Components
m
e e
n n
t Issues
Expected t
a Addressed Measures Outputs
Change a
l Values/
Guiding l
Principles
C C
o o
n n
t t
Strategies
e Activities
e
x x
t t

19. Reflection
19
If you have a logic model, what type is it?
Identify the key components
If you don’t have a logic model, what type
do you think will best fit?
Consider program life cycle
For everyone, how do you plan to use this
tool in your work?

20. Applying Learning
20
1. Select a template
• Planning
• Implementation
• Evaluation
2. Review your materials
3. Clarify your expected change
• This is the core piece of any model
4. Complete as much as you can

21. Sharing Stories & Strategies
21
What was difficult?
What was easy?
What was an “ah ha” moment?
What is your ‘minimal elegant next step”
upon returning to work?

22. Takeaways
22
Logic Models
Describes relationships
Articulates program theory
Program components
Variety of uses
Reflect program life cycle
Dynamic tool

23. Cautions and Considerations
23
They are what they are: models
Take time, focus, and honesty
Require looking “under the hood” and
on-going maintenance
Right path to the wrong place
Context throughout the “intervention”

24. Going Forward:
Develop, Refine & Reflect
24
Engage Stakeholders
Who else needs to be directly involved in
the development of the logic model?
Who needs to be involved in reviewing and
vetting the logic model?
With whom would the logic model be useful
as a tool for reflection?

25. Going Forward:
Develop, Refine & Reflect
25
Why Engage Stakeholders
Understand their needs
Promote conceptual clarity
Build shared understanding

26. Going Forward:
Develop, Refine & Reflect
26
Questions to Guide Refinement and
Reflection
Do they agree / disagree with:
The activities and outcomes depicted?
The roadmap (The way activities and outcomes
relate to each other)?
How much progress on outcomes equals
program success?
Choices of data collection / analysis methods

27. Questions?
27

28. 28
“I hear and I forget.
I see and I believe.
I do and I understand.”
Confucius (551-479 BC)