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Prepared by Jana Garay
 Is there someone in the room who:
◦ Is completely new to logic models?
◦ Has created logic models before?
◦ Attended other logic model trainings?
◦ Her/his funder (or boss) requires her/him to do logic
models?
◦ Why do we need logic models?
Program logic models: design and use
 A logic model is…
◦
 A logic model is
NOT…
◦
 Definition
LM are a graphic representation of:
◦ Main components of the program
◦ Desired outcomes
◦ The assumed causal linkages between the activities and
the outcomes
Core of planning & evaluation
“…they provide a clear roadmap to a specific
end.”
(Knowlton & Philips,2009)
Program logic models: design and use
Program logic models: design and use
 Clearly identifies program goals, objectives, activities,
desired outcomes, and impacts
 Clarifies assumptions and relationships between
program efforts & expected results
 Communicates key elements of the program
 Helps specify what to measure in an evaluation
 Guides assessment of underlying assumptions & self-
correction
 Offer highly participatory learning opportunities
 Clarify knowledge about what works and why.
(Source: Comprehensive Community Initiative, http://www.ccitoolsforfeds.org)
 Theory of change LM
 Theory of the program
 The sequence of events that is expected to create a change
and help to resolve the problem situation
 DOs & GETs (actions & strategies)
 Less detailed than PLM
 Program logic model (PLM)
 More detailed, descriptive
 Use in implementation and evaluation
Feature Theory of change LM Program LM
Time frame No time Time bounds
Level of detail Low High
Elements Few (“do + get”) Many
Primary display Graphics Graphics + text
Focus Generic Targets + specified results
Source: Knowlton & Philips (2009)
 Offers the big picture of strategies that could
generate your intended results (impact)
 Only 2 elements:
◦ Strategies: choice of optimal actions
◦ Results: long-term effects of strategies
Strategies Results
DO GET
Knowledge
Believe
DO GET
Program logic models: design and use
Program logic models: design and use
Program logic models: design and use
Program logic models: design and use
Source: UW Extension, www.uwex.edu/ces/pdande
Program logic models: design and use
 Inputs:
◦ human, financial, organizational, and community
resources a program has available to direct toward doing
the work
 Activities:
◦ what the program does with the resources
◦ processes, tools, events, technology, and actions that are
an intentional part of the program implementation
 Outputs
◦ The activities, products, and participation generated
through the investment of resources. (Goods and services
delivered)
◦ Work accomplished, e.g.
 Amount of services delivered
 Staff hired
 Sessions conducted
 Materials developed
◦ Reach, i.e.
 Population reached/served
 Outcomes
◦ Short-term:
 Change in awareness & knowledge
◦ Intermediate:
 Change in behaviour
◦ Long-term:
 Change in condition(s)
 Outputs are the direct and measurable
products of a program’s activities and services;
they are often expressed in terms of volume or
units delivered
 Outcomes are the results or impact of the
activities and services. Outcomes often represent
the results of multiple outputs; each outcome
usually corresponds to more than one output
Output Outcome
# of workshops attended by potential first
time homebuyer
Potential homebuyer puts in a contract for a
two bedroom home
# of new mothers receiving six home visits Participating new mothers increase their
knowledge of child development
Action Plan developed to clean and monitor
neighborhood play areas
Residents in Community X sign up to clear
vacant lots and build playgrounds
# of funding proposals submitted
# of potential individual donors
Increased and diversified resources for the
program
Board job descriptions developed
Board policy manual written and approved
Board members understand their
responsibilities
# of meetings held with legislators
# of legislators receiving policy options
paper
Increased legislators’ awareness of policy
options
Source: Logic Model Workbook
Program logic models: design and use
Program logic models: design and use
 Inputs
◦ Project coordinator/IT staff/Funding/Facility/Partnership
 Outputs – activities
◦ Presentations
◦ Interactive learning activities
◦ Asses needs, conduct research
◦ Develop curriculum
 Outputs – participants
◦ High school youth/seniors/highly skilled immigrants
 Outcomes
◦ Short-term:
 Ps think differently about…
 Increased knowledge about…
◦ Intermediate:
 Ps eat more…
 Ps choose better…
 Ps read more…
◦ Long-term:
 Improved child-parent relationship
 Teens deliver healthy babies
Program logic models: design and use
Outcome
Outputs
Theory change
Short term goal
Impact
Resources
Inputs
Long-term outcome
Generating
change
Results
StrategiesAssumptions
Intermediate outcome
Reach
Participants
Final outcome
Immediate
outcome
Directions
Causality
Feedback loop
Program logic models: design and use
Program logic models: design and use
Program logic models: design and use
Program logic models: design and use
Program logic models: design and use
Program logic models: design and use
Program logic models: design and use
Program logic models: design and use
 Sequence of “if-then” statements
 PLMs present a theory about the expected program
outcomes but do NOT demonstrate whether the
program caused the observed outcomes
Program logic models: design and use
Program logic models: design and use
 Outcomes and Objectives should be SMART
 LM should demonstrate plausibility
 Logic models do not always depict logics…
Program logic models: design and use
 Innovation Network: Logic Model
Guidebook (
http://www.innonet.org/client_docs/File/logic_model_workbook.pdf
)
 W.K. Kellogg Foundation Logic Model
Development Guide (
http://ww2.wkkf.org/DesktopModules/WKF.00_DmaSupport/ViewDoc.aspx?fld=PDFFile&CID=2
 Knowlton, L.W. & Philips, C.C. (2009). The
Logic Model Guidebook. Better Strategies
for Great Results. Sage Publications.
 UW Extension, Logic models course
http://www.uwex.edu/ces/lmcourse/

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Program logic models: design and use

  • 2.  Is there someone in the room who: ◦ Is completely new to logic models? ◦ Has created logic models before? ◦ Attended other logic model trainings? ◦ Her/his funder (or boss) requires her/him to do logic models? ◦ Why do we need logic models?
  • 4.  A logic model is… ◦  A logic model is NOT… ◦
  • 5.  Definition LM are a graphic representation of: ◦ Main components of the program ◦ Desired outcomes ◦ The assumed causal linkages between the activities and the outcomes Core of planning & evaluation “…they provide a clear roadmap to a specific end.” (Knowlton & Philips,2009)
  • 8.  Clearly identifies program goals, objectives, activities, desired outcomes, and impacts  Clarifies assumptions and relationships between program efforts & expected results  Communicates key elements of the program  Helps specify what to measure in an evaluation  Guides assessment of underlying assumptions & self- correction  Offer highly participatory learning opportunities  Clarify knowledge about what works and why. (Source: Comprehensive Community Initiative, http://www.ccitoolsforfeds.org)
  • 9.  Theory of change LM  Theory of the program  The sequence of events that is expected to create a change and help to resolve the problem situation  DOs & GETs (actions & strategies)  Less detailed than PLM  Program logic model (PLM)  More detailed, descriptive  Use in implementation and evaluation
  • 10. Feature Theory of change LM Program LM Time frame No time Time bounds Level of detail Low High Elements Few (“do + get”) Many Primary display Graphics Graphics + text Focus Generic Targets + specified results Source: Knowlton & Philips (2009)
  • 11.  Offers the big picture of strategies that could generate your intended results (impact)  Only 2 elements: ◦ Strategies: choice of optimal actions ◦ Results: long-term effects of strategies Strategies Results DO GET
  • 17. Source: UW Extension, www.uwex.edu/ces/pdande
  • 19.  Inputs: ◦ human, financial, organizational, and community resources a program has available to direct toward doing the work  Activities: ◦ what the program does with the resources ◦ processes, tools, events, technology, and actions that are an intentional part of the program implementation
  • 20.  Outputs ◦ The activities, products, and participation generated through the investment of resources. (Goods and services delivered) ◦ Work accomplished, e.g.  Amount of services delivered  Staff hired  Sessions conducted  Materials developed ◦ Reach, i.e.  Population reached/served
  • 21.  Outcomes ◦ Short-term:  Change in awareness & knowledge ◦ Intermediate:  Change in behaviour ◦ Long-term:  Change in condition(s)
  • 22.  Outputs are the direct and measurable products of a program’s activities and services; they are often expressed in terms of volume or units delivered  Outcomes are the results or impact of the activities and services. Outcomes often represent the results of multiple outputs; each outcome usually corresponds to more than one output
  • 23. Output Outcome # of workshops attended by potential first time homebuyer Potential homebuyer puts in a contract for a two bedroom home # of new mothers receiving six home visits Participating new mothers increase their knowledge of child development Action Plan developed to clean and monitor neighborhood play areas Residents in Community X sign up to clear vacant lots and build playgrounds # of funding proposals submitted # of potential individual donors Increased and diversified resources for the program Board job descriptions developed Board policy manual written and approved Board members understand their responsibilities # of meetings held with legislators # of legislators receiving policy options paper Increased legislators’ awareness of policy options Source: Logic Model Workbook
  • 26.  Inputs ◦ Project coordinator/IT staff/Funding/Facility/Partnership  Outputs – activities ◦ Presentations ◦ Interactive learning activities ◦ Asses needs, conduct research ◦ Develop curriculum  Outputs – participants ◦ High school youth/seniors/highly skilled immigrants
  • 27.  Outcomes ◦ Short-term:  Ps think differently about…  Increased knowledge about… ◦ Intermediate:  Ps eat more…  Ps choose better…  Ps read more… ◦ Long-term:  Improved child-parent relationship  Teens deliver healthy babies
  • 29. Outcome Outputs Theory change Short term goal Impact Resources Inputs Long-term outcome Generating change Results StrategiesAssumptions Intermediate outcome Reach Participants Final outcome Immediate outcome Directions Causality Feedback loop
  • 38.  Sequence of “if-then” statements  PLMs present a theory about the expected program outcomes but do NOT demonstrate whether the program caused the observed outcomes
  • 41.  Outcomes and Objectives should be SMART  LM should demonstrate plausibility  Logic models do not always depict logics…
  • 43.  Innovation Network: Logic Model Guidebook ( http://www.innonet.org/client_docs/File/logic_model_workbook.pdf )  W.K. Kellogg Foundation Logic Model Development Guide ( http://ww2.wkkf.org/DesktopModules/WKF.00_DmaSupport/ViewDoc.aspx?fld=PDFFile&CID=2  Knowlton, L.W. & Philips, C.C. (2009). The Logic Model Guidebook. Better Strategies for Great Results. Sage Publications.  UW Extension, Logic models course http://www.uwex.edu/ces/lmcourse/

Hinweis der Redaktion

  1. To express visually why we need logic models, I have included this picture… next slide
  2. 3 Essential questions Where are you going? How will you get there? What will tell you that you’ve arrived? A logic model is your program a roadmap
  3. Sticky notes and fllipchart?
  4. Other definitions: Graphic representation of the “theory of action” –what is invested, what is done, and what results Graphic way to organize information and display thinking A systematic and visual way to present and share your understanding of the relationships among the resources you have to operate your program, the activities you plan to do, and the changes or results you hope to achieve
  5. Handout
  6. Ice breaker #5 – Draw it! Metaphor of a program
  7. Theory is important! Program without theory does not have integrity. The causal connections that link what we do to the desired results
  8. Theory of change can also be beneficent for a program that is rather wonky (e.g. addiction treatment case)
  9. Strategies: represent an allocation of resources, focus on a clearly defined objective e.g. Marketing, training, political advocacy What you plan/propose to do Results: secured through the changes generated by the preceding strategies single or multiple outcomes over time
  10. Theory of change informed by our assumption and previous knowledge that we bring with us/contribute to the program.
  11. Divide into two groups, immigrant campaign
  12. Also draw the assumptions, previous knowledge, beliefs The results are up to you
  13. Inputs = resources, what is needed to ensure that the program can operate Activities =tactical actions that occur to fulfill the promise of each strategy Outputs = descriptive indicators of what the specific activities generate – reach someone in a certain way. Outcomes = changes in awareness, knowledge, skill, or behaviour. Comments on arrows of influence – interconnected, feedback loop
  14. Everyone in the room baked cookies before…? Hand out cards and blank LM sheets So you have just seen very basic logic model. Let’s look into each of its components into a bit more detail.
  15. Contributions, investment
  16. Outputs get often confuse with outcomes… (next two slides)
  17. Hand out cards for pregnant teens and blank LM By now, you have seen elements of two different models. Let’s look at some more practical examples that you can seen in each category of logic model
  18. Hand out tables with statements, one per person or one per pair – preferred, less threatening
  19. National Defence and the Canadian Forces: Conflict Mgmt Program (Alternative Dispute Resolution) Evalulation Bring attention to the arrows
  20. English as a Second Language after-school program One arrow pointing out the direction showing the theory of the program Levels of changes
  21. Natural Resources Canada: Minerals and Metals Sector (MMS) Science and Technology (S&T) Evaluation, $176 million project Feedback loop, horizontal orientation from the top to the bottom
  22. Mobilizing citizen scientists to achieve healthy waterways: Creating environmental literacy through ecohealth report cards Even a better graphic demonstration of ongoing feedback Notice that inputs come from outside
  23. Notice the arrows – this is a fairly traditional way of doing it.
  24. Notice: Your planned work (what you control) + Your intended results (you cannot control) No matter what model you choose, it should follow the logical sequence of activities, outputs and outcome of your program… (clipart next slide)
  25. Although logical on a paper, doesn’t meant it is feasible, realistic and logical in reality!
  26. Plausibility in terms of limited resources What appears logical on paper does not have to be logical in reality… you could also create a logic model as … (see the next slide)