BrijSingh/2007BrijSingh/2007
Simple Grant WritingSimple Grant Writing– – An ExampleAn Example
ByBy
Brij B. SinghBrij B. SinghOctober 2006October 2006
BrijSingh/2007BrijSingh/2007
PreparationPreparation• Research the problemResearch the problem
- National, State, and local statistics- National, State, and local statistics-””Funneling” - breaking down the problemFunneling” - breaking down the problem to the lower level (Root cause of theto the lower level (Root cause of the problem)problem)- Graphics/Charts to show the problem- Graphics/Charts to show the problem
• Determine what others are doingDetermine what others are doing- Innovation/Research- Innovation/Research
• Obtain input from those being served andObtain input from those being served and those providing the services (Partners)those providing the services (Partners)• Collect “soft” data from various sourcesCollect “soft” data from various sources• Fill your “buckets”Fill your “buckets”
BrijSingh/2007BrijSingh/2007
PrinciplesPrinciples
• Know The Funding organization/individualKnow The Funding organization/individual• Sell your strengths - CapabilitySell your strengths - Capability• Problem (Goal Vs Current Situation)Problem (Goal Vs Current Situation)
-Objectives-Objectives-Methods/Strategies to achieve objectives-Methods/Strategies to achieve objectives-Outputs Vs Outcomes-Outputs Vs Outcomes
• Swallow your prideSwallow your pride
BrijSingh/2007BrijSingh/2007
Principle – Sell your Principle – Sell your strengthsstrengths
“…“…without this funding, this program without this funding, this program regardless of all the good that it does, will regardless of all the good that it does, will have to close its doors…”have to close its doors…”
BrijSingh/2007BrijSingh/2007
Principle - P.O.M.Principle - P.O.M.
• ClearlyClearly identify the identify the ProblemProblem
• State the State the ObjectivesObjectives as reducing andas reducing and eliminating the eliminating the problemproblem
• Develop Develop MethodsMethods to produce to produce outputsoutputs that impact that impact outcomeoutcome of the objectives of the objectives
BrijSingh/2007BrijSingh/2007
Principle –Lack of solution is Principle –Lack of solution is not the problemnot the problem
“…“…The problem for youth driver in this The problem for youth driver in this community is that there is no defensive community is that there is no defensive driving training program. We propose to driving training program. We propose to address this problem by providing address this problem by providing defensive driving training…”defensive driving training…”
BrijSingh/2007BrijSingh/2007
Principle – Strong Principle – Strong Introductory SummaryIntroductory Summary
Simple is better…Simple is better…
•One paragraph identifies applicantOne paragraph identifies applicant •One paragraph on credibility of applicantOne paragraph on credibility of applicant
•One paragraph on the problemOne paragraph on the problem
•One paragraph on objectivesOne paragraph on objectives
•One paragraph on methodologyOne paragraph on methodology
BrijSingh/2007BrijSingh/2007
Exercise: Exercise: Summary StatementSummary Statement
(10 minute time limit)(10 minute time limit)
•One paragraph identifies applicantOne paragraph identifies applicant•One paragraph on credibility of applicantOne paragraph on credibility of applicant•One paragraph on the problemOne paragraph on the problem•One paragraph on objectivesOne paragraph on objectives•One paragraph on methodologyOne paragraph on methodology
BrijSingh/2007BrijSingh/2007
Principle – Separate outputs Principle – Separate outputs from outcomesfrom outcomes
“…“…The The objectiveobjective of this program is for 25 of this program is for 25 high school students to complete the high school students to complete the defensive driving training courses each defensive driving training courses each month…”month…”
“…“…The The ultimate goalultimate goal of the program is to of the program is to eliminate or reduce injury and/or fatality eliminate or reduce injury and/or fatality caused by young drivers”caused by young drivers”
BrijSingh/2007BrijSingh/2007
Logic Model ConceptsLogic Model Concepts
• INPUTSINPUTS: resources dedicated to or: resources dedicated to or consumed by the projectconsumed by the project• ACTIVITIESACTIVITIES: what is done with the: what is done with the inputs to fulfill project objectivesinputs to fulfill project objectives• OUTPUTSOUTPUTS: what is produced as a: what is produced as a direct result of project activitiesdirect result of project activities• OUTCOMESOUTCOMES: benefits or changes for: benefits or changes for clients during or after projectclients during or after project activitiesactivities
BrijSingh/2007BrijSingh/2007
InputsInputs
““Resources dedicated to or consumed by Resources dedicated to or consumed by the project”the project”
ExamplesExamples
-Funding-Funding-Staff and volunteers-Staff and volunteers-Information/Knowledge-Information/Knowledge-Facilities/Tools-Facilities/Tools-Partners-Partners
BrijSingh/2007BrijSingh/2007
Activities ( Example)Activities ( Example)““What is done with the inputs to fulfill What is done with the inputs to fulfill project objectives”project objectives”
ExamplesExamples- Develop and present defensiveDevelop and present defensive driving skills training to youth. driving skills training to youth. - Administer training coordinationAdminister training coordination services.services.- Conduct individual student- Conduct individual student assessments.assessments.- Follow and document progress ofFollow and document progress of students.students.
BrijSingh/2007BrijSingh/2007
OutputsOutputs““What is produced as a direct result of project What is produced as a direct result of project activities”activities”
ExamplesExamples- Students attend defensive drivingStudents attend defensive driving training course.( # of Students)training course.( # of Students)- Students practice defensive drivingStudents practice defensive driving skills. ( # of Students)skills. ( # of Students)- Students are assessed within twoStudents are assessed within two weeks. ( How often)weeks. ( How often)- Students have completed skills files.Students have completed skills files. ( # of students)( # of students)
BrijSingh/2007BrijSingh/2007
OutcomesOutcomes
““Benefits or changes for participants Benefits or changes for participants during or after the project activities”during or after the project activities”
ExamplesExamples- Students have improved driving- Students have improved driving skills.skills.- Students receive appropriate drivingStudents receive appropriate driving license.license.- More students interested enrollingMore students interested enrolling in the training.in the training.- Less car crashes by students.Less car crashes by students.- Less Fatality among students.Less Fatality among students.
BrijSingh/2007BrijSingh/2007
The Conceptual Chain Long-term Outcome
Current Situation Interim Outcomes
Goals (Why) (Problem =Current Situation Vs Goal) Initial Outcomes
Objectives (What) Outputs Strategies (How) Activities Inputs
BrijSingh/2007BrijSingh/2007
Dimensions of Performance Measurement
Economics : It relates with Inputs and Activities Resource Utilization
Budget Variance Efficiency : It relates with productivity measures Output/input Ration Quality Standards Unit Cost
Effectiveness : It relates with Effectiveness Measures Client benefits Client Satisfaction Social Impacts Economic Impacts Contribution to Goal/Objectives
BrijSingh/2007BrijSingh/2007
Five Measurable aspects of Performance
InputsDollarsStaffTechnologyCapital
ActivitiesTasksAdministrative
OutputsProducts/ServicesOutputs from activity
OutcomesClient benefitsProgram consequences
ImpactNet impact from the Program
BrijSingh/2007BrijSingh/2007
Traffic Safety
•Awareness
•Prevention
•Education
•Enforcement
•EMS
•Engineering
Programs •Crashes are
reduced and
eliminated
•Crash Severities
are reduced
Immediate Outcome
•Traffic Fatalities and serious injuries are reduced
Intermediate outcome
• Roadways are safe for citizens
•Costs related w/crash are reduced
Ultimate Outcome
•Educated the
public
•Citation written
•DUI Arrests
Output
BrijSingh/2007BrijSingh/2007
Establish an Evaluation PlanEstablish an Evaluation Plan
How will you know you’re achieving How will you know you’re achieving goals?goals?What will you measure?What will you measure?How will you evaluate?How will you evaluate?Who measures?Who measures?When will be measured?When will be measured?What documents will you maintain?What documents will you maintain?When and what evaluation report?When and what evaluation report?
BrijSingh/2007BrijSingh/2007
Program Evaluation ReportsProgram Evaluation Reports
Assess how well the program has Assess how well the program has been implementedbeen implementedAssess the extent to which the Assess the extent to which the activities have achieved the project’s activities have achieved the project’s goalsgoalsIdentify gaps in servicesIdentify gaps in servicesIdentify spin-off effortsIdentify spin-off efforts
BrijSingh/2007BrijSingh/2007
Process EvaluationProcess Evaluation
Why a program succeeds or failsWhy a program succeeds or failsCompares program design with Compares program design with implementationimplementationDescribes and documents life of Describes and documents life of programprogram
BrijSingh/2007BrijSingh/2007
Outcome EvaluationOutcome EvaluationDeals with short-term, direct effects of Deals with short-term, direct effects of programprogramIdentifies the results of a program’s effortIdentifies the results of a program’s effortIt seeks to answer the question, “ What It seeks to answer the question, “ What difference did the program make?”difference did the program make?”It provides information about effects of a It provides information about effects of a program after a specified period of program after a specified period of operationoperation
BrijSingh/2007BrijSingh/2007
Impact Evaluation
•Deals with long-term, ultimate effects of program
•Assess program effectiveness in terms of end results, including intended and unintended results
•Also assess the net effect of a program by comparing impacts with an estimate of what would have happened in the absence of the program
BrijSingh/2007BrijSingh/2007
PossibilitiesPossibilities
• What is the minimum amount for whichWhat is the minimum amount for which you could accomplish at least part ofyou could accomplish at least part of your project?your project?• What constraints exist on your programWhat constraints exist on your program for making this happen?for making this happen?• What is the time window for building andWhat is the time window for building and running your program?running your program?• Who are likely funders ???Who are likely funders ???