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Program logic models: design and use
The document focuses on logic models as graphic representations that clarify program components, desired outcomes, and the causal linkages between activities and outcomes. It differentiates between theory of change and program logic models, outlining their respective details, elements, and purposes in program planning and evaluation. Additionally, it discusses inputs, outputs, and outcomes, providing examples of their application and emphasizing the importance of smart objectives and plausibility in logic models.
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Program logic models: design and use
- 1. Prepared by JanaGaray
- 2. Is theresomeone 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 logicmodel is… ◦ A logic model is NOT… ◦
- 5. Definition LM area 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 identifiesprogram 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 ofchange 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 ofchange 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 thebig 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
- 12.
- 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 ◦ Theactivities, 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 arethe 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 # ofworkshops 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 ◦ Projectcoordinator/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 termgoal 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 andObjectives 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/
Editor's Notes
- #3 To express visually why we need logic models, I have included this picture… next slide
- #4 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
- #5 Sticky notes and fllipchart?
- #6 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
- #7 Handout
- #8 Ice breaker #5 – Draw it! Metaphor of a program
- #10 Theory is important! Program without theory does not have integrity. The causal connections that link what we do to the desired results
- #11 Theory of change can also be beneficent for a program that is rather wonky (e.g. addiction treatment case)
- #12 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
- #13 Theory of change informed by our assumption and previous knowledge that we bring with us/contribute to the program.
- #14 Divide into two groups, immigrant campaign
- #15 Also draw the assumptions, previous knowledge, beliefs The results are up to you
- #17 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
- #19 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.
- #20 Contributions, investment
- #22 Outputs get often confuse with outcomes… (next two slides)
- #26 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
- #30 Hand out tables with statements, one per person or one per pair – preferred, less threatening
- #31 National Defence and the Canadian Forces: Conflict Mgmt Program (Alternative Dispute Resolution) Evalulation Bring attention to the arrows
- #32 English as a Second Language after-school program One arrow pointing out the direction showing the theory of the program Levels of changes
- #33 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
- #34 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
- #36 Notice the arrows – this is a fairly traditional way of doing it.
- #37 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)
- #38 Although logical on a paper, doesn’t meant it is feasible, realistic and logical in reality!
- #42 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)