Introductory Presentation about Using Logic Models for Program, Project, and Evaluation Design

1. Introduction to Logic Models
for Program, Project, and
Evaluation Design

2. Session Overview
O Introduction to logic modeling
O Purposes of logic modeling
O Different types of models
O Logic Model, Theory of Change,
Theory of Action
O Developing a logic model

3. Systematic Inquiry Cycle
Planning
and Design
Protecting
Participant
Rights
Developing/
Modifying
Instruments
Data
Collection
and
Processing
Data
Analysis
and
Reporting

4. What is a Logic Model?
A program logic model is a picture of how your
program works – the theory and assumptions
underlying the program. ...This model provides
a road map of your program, highlighting how
it is expected to work, what activities need to
come before others, and how desired
outcomes are achieved (p. 35).
W.K. Kellogg Foundation Evaluation
Handbook (1998)

5. History of Logic Modeling
O 35+ year history
O Clear identification of goals (outcomes)
O First attempt to standardize a depiction of
program components so that activities align
with outcomes
O United Way provided the first widely-
accepted model

6. Key Features of Logic
Models
O Systematic
O Visual
O Sequential but not necessarily linear
O Typically have 5 components
O Shows “What” and “How”
O May show “Why”

7. Basic Logic Model
W.K. Kellogg Foundation (January 2004)

8. Basic Logic Model
Components
PLANNED WORK
O Resources: human, financial, organizational,
community resources a program has
available to do the work (i.e., Inputs)
O Activities: processes, tools, events,
technology, and actions that are an
intentional part of program implementation.

9. Basic Logic Model
Components
INTENDED RESULTS
O Outputs: direct products of program activities
O Outcomes: specific changes in program
participants’ behavior, knowledge, skills, status
Short-term 1 to 3 years
Longer-term 4 to 6 years
O Impact: fundamental intended or unintended
change as a result of program (7 to 10 years)

10. Logic Model Logic
Certain resources are needed to
operate your program
If . . . Then . . .
you have access to them, you can use them to accomplish your
planned activities.
you accomplish your planned
activities,
you will deliver the amount of
product/service that you intended.
you accomplish your planned
activities to the extent intended,
your participants will benefit in specific
ways.
these benefits are achieved, certain changes might occur under
specified conditions.

11. Why Use Logic Modeling?
1. Planning and Design
2. Implementation and
Management
3. Evaluation and Communication

12. Systematic Inquiry Cycle
Planning
and Design
Protecting
Participant
Rights
Developing/
Modifying
Instruments
Data
Collection
and
Processing
Data
Analysis
and
Reporting
Determine purpose(s),
resources, activities, and
anticipated outcomes

13. Using Logic Models for
Planning and Design
Logic
Model
Outcomes
and
Impact
Resources
and
Activities
Purpose
and
Questions

14. Planning and Design
O Provides a road map
O Describes sequence of events
O Connects the need for the program with
desired results
Most of the value in a logic model is in the
process of creating, validating, and modifying
the model …The clarity of thinking that occurs
from building the model is critical to the
overall success of the program (p. 43).
W.K. Kellogg Foundation (January 2004)

15. Systematic Inquiry Cycle
Planning
and Design
Protecting
Participant
Rights
Developing/
Modifying
Instruments
Data
Collection
and
Processing
Data
Analysis
and
Reporting
Manage, monitor and modify
activities to improve progress
and final outcomes

16. Implementation and
Management
O Helps visualize and understand how investments
contribute to achieving intended program goals
O Monitors incremental progress toward outcomes
O Facilitates program improvements
Program logic modeling is a learning and
management tool that can be used throughout a
program’s life . . . result(ing) in effective
programming and offering greater learning
opportunities (p. 1)
W.K. Kellogg Foundation (January 2004)

17. Systematic Inquiry Cycle
Planning
and Design
Protecting
Participant
Rights
Developing/
Modifying
Instruments
Data
Collection
and
Processing
Data
Analysis
and
Reporting
Document outcomes and
share knowledge with
others

18. Evaluation and
Communication
O Documentation of outcomes
O Shared knowledge about what works and why
O Improves likelihood of sustaining a program over
time through continuation of funding and/or
stakeholder buy-in.
A program is a theory and an evaluation is its test. .
. to organize the evaluation to provide a responsible
test, the evaluator needs to understand the
theoretical premises on which the program is
based (p. 55).
Carol Weiss (1998)

19. How Logic Models Better Position
Programs For Success
Program Elements Criteria for Program Success Benefits of Program Logic Models
Planning and Design
Program goals and objectives, and
important side effects are well defined
ahead of time.
Finds “gaps” in the theory or logic of
a program and work to resolve them.
Program goals and objectives are
both plausible and possible.
Builds a shared understanding of
what the program is all about and
how the parts work together.
Program Implementation
and Management
Relevant, credible, and useful
performance data can be obtained.
Focuses attention of management on
the most important connections
between action and results.
Evaluation, Communication,
and Marketing
The intended users of the evaluation
results have agreed on how they will
use the information.
Provides a way to involve and engage
stakeholders in the design, processes,
and use of evaluation.
W.K. Kellogg Foundation (January 2004) p.6

20. Sidebar 1
O There is no “Best” Logic Model - Choose the
model that fits your program best and provides
information you need in the format that is
most helpful.
O Practice using logic models - Experiment with
logic model design to determine what works
best for your program.
O Don’t worry if your model doesn’t look like
others but DO worry if you cannot explain your
model to others

22. More Key Features of Logic
Models
OFlexible
OShow areas of strength,
weakness, and gaps
ODynamic
OPromotes strategic
management

23. Forms of Logic Modeling
O Typically logic models use table and flow
chart formats with text and arrows or a
graphic representation of program ideas.
O A logic model does not have to be linear.
Concept maps or other visuals may
better describe complex program
concepts.

24. Three Approaches to Logic
Modeling
O Theory approach model (conceptual)
O Outcome approach model
O Activities approach model (applied)
O A program may use all three types of
logic models for different purposes.

25. Theory Approach Models
O Emphasize the theory of change
influencing design and plan for the
program
O Explain how and why your program will
work
O May have additional parts (e.g., describe
problem or issue addressed by program,
connect strategies to activities)

26. Theory Model
W.K. Kellogg Foundation (January 2004)

27. Theory and Practice

28. Why use a Theory-based
Approach?
O Demonstrates that program
implementers have deep understanding
of program aspects
O Allows consideration of context and
other mutable variables
O Funders like, and often, require them
O Facilitates program improvement and
evaluation

29. Keeping it Simple
O Theories of Change (ToC) and Theories
of Action (ToA) are simply extensions of
Logic Modeling
O ToC and ToA emphasize different
components of a logic model
O Both ToC and ToA represent theory-
based programs and are often used
together to represent complex initiatives

30. How ToC and ToA Extend
Logic Models
Logic Models Theories of Change
and Theories of Action
O 1970s
O Representation
O List of Components
O Descriptive – WHAT
and HOW
O 1990s
O Justification
O Pathway of Change
O Explanatory – HOW
and WHY

31. How are ToC and ToA
Different
Theory of Change Theory of Action
O Represents an
understanding of
how a social,
political, economic,
cultural change
happens
O Complex
O Contextual
O Outcomes-based
O Explains how a
particular initiative
contributes to the
change process, and
is informed by the
broader ToC
O Sequential
O Specific
O Activities-based

32. Theory of Change Model

33. Theory of Change Model

34. Theory of Action Model

35. Program Theory –
ToC and ToA Model

36. Outcomes Approach Models
O Focus on during early aspects of
program planning
O More clearly connect resources
and/or activities with desired results
O Subdivide outcomes and impact that
may result from a given set of
activities over time (i.e., short-term,
long-term, impact)

37. Outcomes Model
W.K. Kellogg Foundation (January 2004)

38. Why use an Outcomes-
based Approach?
O Demonstrates that program implementers
have understanding of anticipated results
O Explicitly considers time as a variable
O Stakeholders like them
O Facilitates program summative evaluation
O Can use when program theory is
underdeveloped – but not UNdeveloped

39. Activities Approach Models
O Focus on program implementation
process
O Clearly link activities to each other to
map implementation
O Provide more detail about steps and
sequence of program implementation

40. Activities Model
W.K. Kellogg
Foundation
(January 2004)

41. Why use an Activities-based
Approach?
O Demonstrates that program implementers
have understanding of relationships among
program activities
O Allows for studying interactions of activities
O Facilitates program monitoring, management
O Participants like them because they show
what you will actually do.
O Facilitates program formative or process
evaluation

42. Sidebar 2
O Logic Model, Theory of
Change, Theory of
Action are often used
interchangeably and are
not clearly defined in the
literature
O Funders’ often request
“logic model” when they
expect a representation
or model of theory

43. Basic Logic Model

44. Another Example

45. And Another . . .

46. Building a Logic Model
Conceptualize
Program
Describe
Assumptions
Add Program
Components
What are your
intended
outcomes?
What do you know
(or assume) to be
true?
How will you
produce
outcomes?

47. Basic Logic Model Template
Resources Activities Outputs Outcomes Impact
In order to
accomplish
our set of
activities we
will need the
following:
In order to
address our
problem or
asset we will
conduct the
following
activities:
We expect
that once
completed or
under way
these
activities
will produce
the following
evidence of
service
delivery:
We expect that
if completed or
ongoing these
activities will
lead to the
following
changes in 1–
3 then 4–6
years:
We expect
that if
completed
these
activities
will lead
to the
following
changes in
7–10 years:

48. Sidebar 3
O Grantees usually know what they
want to do – “activity focused”
O Make explicit connections
between program activities and
related “best practice” literature
– “why will your approach work?”
O Practitioner wisdom also counts --
but not as much as it used to

49. Basic Logic Model Template
Resources Activities Outputs Outcomes Impact
In order to
accomplish
our set of
activities we
will need the
following:
In order to
address our
problem or
asset we will
conduct the
following
activities:
We expect
that once
completed or
under way
these
activities
will produce
the following
evidence of
service
delivery:
We expect that
if completed or
ongoing these
activities will
lead to the
following
changes in 1–
3 then 4–6
years:
We expect
that if
completed
these
activities
will lead
to the
following
changes in
7–10 years:

50. Outputs or Outcomes?
Outputs Outcomes
O Direct results of
program activities
(e.g., # of meetings,
students enrolled)
O Results you expect to
achieve over time as a
result of implementing
activities
Conducting an activity is not the same as achieving
results from accomplishing that activity.

51. Outcomes
SMART GOALS
O Specific
O Measurable
O Action-oriented
O Realistic
O Timed
Outcomes are specific
changes in attitudes,
behaviors, knowledge,
skills, status, or level of
functioning expected to
result from program
activities, most often at
an individual or group
level.

52. Basic Logic Model Template
Resources Activities Outputs Outcomes Impact
In order to
accomplish
our set of
activities we
will need the
following:
In order to
address our
problem or
asset we will
conduct the
following
activities:
We expect
that once
completed or
under way
these
activities
will produce
the following
evidence of
service
delivery:
We expect that
if completed or
ongoing these
activities will
lead to the
following
changes in 1–
3 then 4–6
years:
We expect
that if
completed
these
activities
will lead
to the
following
changes in
7–10 years:

53. Impacts
O Long-term
(7-10 years)
O Improved conditions
O Increased capacity
O Policy changes
Impacts are collective
organizational,
community, and/or
system level changes
expected to result from
program activities.

55. Basic Logic Model Template
Resources Activities Outputs Outcomes Impact
In order to
accomplish
our set of
activities we
will need the
following:
In order to
address our
problem or
asset we will
conduct the
following
activities:
We expect
that once
completed or
under way
these
activities
will produce
the following
evidence of
service
delivery:
We expect that
if completed or
ongoing these
activities will
lead to the
following
changes in 1–
3 then 4–6
years:
We expect
that if
completed
these
activities
will lead
to the
following
changes in
7–10 years:

56. Resources – Available and
Limiting
Resources and/or
barriers, which
potentially enable
or limit program
effectiveness.
O Enabling: funding, existing
organizations,
collaborating partners,
staff, time, equipment,
supplies
O Limiting: attitudes, lack of
resources, policies, laws,
regulations, geography

57. Activities
Activities are
processes, tools,
techniques, events,
technology, and
actions used to
bring about desired
results.
O Products: promotional
materials, educational
curricula
O Services: education,
training
O Infrastructure: structure,
relationships, capacity

58. Basic Logic Model Template
Resources Activities Outputs Outcomes Impact
In order to
accomplish
our set of
activities we
will need the
following:
In order to
address our
problem or
asset we will
conduct the
following
activities:
We expect
that once
completed or
under way
these
activities
will produce
the following
evidence of
service
delivery:
We expect that
if completed or
ongoing these
activities will
lead to the
following
changes in 1–
3 then 4–6
years:
We expect
that if
completed
these
activities
will lead
to the
following
changes in
7–10 years:

59. Outputs
O Size and/or scope of
services/products
delivered
O Number of classes
taught, meetings
held, or materials
produced
O Participation rates
and demography
Outputs are the direct
results of program
activities. They indicate
if a program was
delivered to the
intended audiences as
planned.

60. References
O W.K. Kellogg Foundation. (January 2004).
Using Logic Models to Bring Together
Planning, Evaluation, and Action: Logic Model
Development Guide. Battle Creek, Michigan.
O Chen, H. T. (1990). Theory driven evaluations.
Newbury Park, CA: Sage.
O Weiss, C. H. (1998). Evaluation: Methods for
studying programs and policies. (2nd Ed).
Upper Saddle River, NJ: Prentice Hall.

61. Resources
Resources for Logic Model Development
O The Evaluation Forum (1999). Outcomes for
success.
O Targeting Outcomes of Programs.
http://deal.unl.edu/TOP/synopsis.htm
O Innovation Network, Inc. electronic logic model
development tool http://www.inetwork.org

62. Resources
Related Planning and Evaluation Resources
O W.K. Kellogg Foundation, http://www.wkkf.org
O Taking Stock. http://www.horizon-research.org
O The Evaluation Forum (1994). A field guide to
outcome-based program evaluation.
O Rossi, P. H., Freeman, H. E., & Lipsey, M. W.
(1999). Evaluation: A systematic approach.
Thousand Oaks, CA: Sage.
O Patton, M. Q. (1997). Utilization-focused
evaluation: The new century text. Thousand Oaks,
CA: Sage.

63. Contact & Location Information
Discovery Center for Evaluation,
Research, and Professional Learning
210 E. Spring St.
408 McGuffey Hall
Phone: (513) 529-1686
Email: discoverycenter@MiamiOH.edu
Updates to
Discovery Center Website
coming soon.