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
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
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
To express visually why we need logic models, I have included this picture… next slide
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
Sticky notes and fllipchart?
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
Handout
Ice breaker #5 – Draw it! Metaphor of a program
Theory is important! Program without theory does not have integrity.
The causal connections that link what we do to the desired results
Theory of change can also be beneficent for a program that is rather wonky (e.g. addiction treatment case)
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
Theory of change informed by our assumption and previous knowledge that we bring with us/contribute to the program.
Divide into two groups, immigrant campaign
Also draw the assumptions, previous knowledge, beliefs
The results are up to you
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
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.
Contributions, investment
Outputs get often confuse with outcomes… (next two slides)
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
Hand out tables with statements, one per person or one per pair – preferred, less threatening
National Defence and the Canadian Forces: Conflict Mgmt Program (Alternative Dispute Resolution) Evalulation
Bring attention to the arrows
English as a Second Language after-school program
One arrow pointing out the direction showing the theory of the program
Levels of changes
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
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
Notice the arrows – this is a fairly traditional way of doing it.
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)
Although logical on a paper, doesn’t meant it is feasible, realistic and logical in reality!
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)