Introduction to Logic Models

Jennifer Kushner&

Kerry Zaleski

Program Development &

EvaluationUW-

Cooperative Extension

Introductions

What is one thing you evaluated in your personal or professional life in the past week?

(could be food, clothing, a new purchase, etc.)

Learning Outcomes

What are your learning outcomes for yourself today?

What are our desired learning outcomes for you today (in addition to meeting yours)?

Logic Models(a popular tool…)

What is it?

How is it used?

• “How do you know you’ve arrived if you don’t know where you are going?”

What are ways to use logic models?

To link activities to resultsTo serve as a basis for communicating with

othersTo guide program planning and evaluationTo make visible gaps in logicTo make explicit theories of changeTo improve decision-making

Parts of the Logic ModelSituation is the current condition, issue or opportunity calling for programmingInputs are the resources we invest to bring about changeOutputs are what we generate: activities, productsOutcomes are what is different as a result of our effort

Evaluation is how we measure and describe the above

Assumptions are our beliefs and expectations that inform our programming choices

INPUTS OUTPUTS OUTCOMES/Impacts

Program investments

Activities Participation

Short

Participants knowledge changes

Medium

Participants practice new techniques or skills

Long-term

Conditions (social,

economic, environmental)

improve

Situation = What are things like now?

Components of a logic modelComponents of a logic model

•External factors•Assumptions

HUNGRY

Feel betterFeel betterGet foodGet food Eat food Eat food

Everyday example

Eat food

How will activities lead to desired outcomes? A series of if-then relationships …(program logic)

We invest time, money and expertise

AA boys grades 2-5

Boys feel supported and respected, understand the importance of school work to their future, feel motivated to learn

Improve behavior

Attend and Participate in class

Follow routine, rituals and rules

Monitor own progress towards goals 

Improved academic achievement among AA boys

IF then IF then IF then Facilitate

circles of support group meetings focused ondeveloping mutual support, positive school identities, and fostering improved engagement with school. .

IF then

Example: Addressing the academic achievement gap

Interactive Group Activity

Your assessment of the logic model…

Its logic (if-then) Its strength and limitations Its assumptions Its consideration of organizational

values Its strategies for engaging diverse and

underrepresented populations

Activities Participation Short Medium LongGrant $

 Grant Guidelines

Curriculum Re-entry committee Jail Partners Staff UWE –Extension CJCC members  Time

Male inmates Female inmates 

Increase knowledge of support services and resources and how to access them

Access community resources: housing, jobs, relationships, mental health, parenting, AODA, etc.

Graduates address core issues 

Teach jail and prison inmates life skills program curriculum

Inputs Outputs Outcomes

CASE EXAMPLE: Community Re-entry Program

Increase awareness of core issues they are struggling with Learn skills to address issues (decision-making, communication, AOD recovery, etc.)

Released inmates function successfully in the community 

Released inmates avoid criminal behavior 

Safer communities

Reduced recidivism Reduced incarceration costs

UWEX team

M&E volunteers

Resources and materials

Increased understanding of M&E: Purpose, value, components

Increased technical knowledge and skills in:

• Logic modeling

• Data collection

• Data analysis and use

Develop quality M & E plan

• Relevant to context

• Meets accountability and learning goals

FTFCountry Teams

External factors: USAID reporting requirements remain consistent; stable political situation in countries

Assumptions: Clear, timely communications between UWEX and POA and country teams; collaborative working relationship between UWEX and POA; FTFNet works well; in-county resources (vehicles, technologies, etc.) are available to support data collection; country staff motivated to engage; there is a supportive organizational climate for M&E within POA and at country level

Sustainable and effective M&E system

• Meets USAID needs (accountability)

• Enhances learning

• Improves programming

InputsInputs

Outcomes

Short Medium Long

Outcomes

Short Medium Long

Technicians and hosts

Volunteers

Professional development• Assess needs• Conduct training/workshops• Provide TA • Mentor/coach• Develop M&E materials/resources

[Series of face-to-face, distance, individual/group activities over contract cycle]

Professional development• Assess needs• Conduct training/workshops• Provide TA • Mentor/coach• Develop M&E materials/resources

[Series of face-to-face, distance, individual/group activities over contract cycle]

M&E infrastructure• Review and test data collection forms (baseline, OCAT, etc) • Support F2Fnet • Provide data quality checks and feedback • Ensure POA M&E policies support M&E system

M&E infrastructure• Review and test data collection forms (baseline, OCAT, etc) • Support F2Fnet • Provide data quality checks and feedback • Ensure POA M&E policies support M&E system

Volunteer reporting • Ensure volunteer reports provides useful information for M&E •Training and TA

Volunteer reporting • Ensure volunteer reports provides useful information for M&E •Training and TA

Contract budget

Increased knowledge and skills in using F2FNET

POA

Design and implement evaluation studies

• Mid-term

• Final

Design and implement evaluation studies

• Mid-term

• Final

Increased valuing of M&E (attitudes)

• Data needs

• Value to self

Increased understanding of M&E data needs

Research,evidence -based M&E practice

Partners

Monitor and evaluate our own workMonitor and evaluate our own work

Implement M&E plan

Data are used in decision making, for accountability reporting, for improvement

Useful, credible data are available

Increased skills in reporting useful data

Outputs

Activities Participation

Outputs

Activities Participation

UWEX Monitoring and Evaluation Program Logic Model

Activity

Design a logic model as a group

Ethical considerations

Evaluation standardsUtility

Serves information needs of intended users

FeasibilityRealistic, prudent, diplomatic, frugal, effective and efficient

ProprietyLegal, ethical, due regard to welfare

AccuracyReveals and conveys technically accurate information; dependability and truthfulness

Source: The Joint Committee on Standards for Educational Evaluation, Inc. (1994). Available at: http://goo.gl/LL8It4Or AEA: http://www.eval.org/p/cm/ld/fid=103

Human Participants/Subjects Protection

Protecting the rights and welfare of individuals who participate in our research and evaluations

Belmont Principles

Respect: acknowledge the dignity and freedom of every person

Beneficence: maximize the benefits and minimize any harms associated with the effort

Justice: ensure equitable election/recruitment and fair treatment of every person

Source: The Belmont Report. Available at: http://www.hhs.gov/ohrp/humansubjects/guidance/belmont.html#xbasic

Additional ResourcesProgram Planning Resources

http://www.uwex.edu/ces/apps/programplanning/

Enhancing Program Performance with Logic Models

http://www.uwex.edu/ces/lmcourse/

PD & E Web Site http://www.uwex.edu/ces/pdande/index.html

American Evaluation Association

http://www.eval.org/

Questions?

Thank you

(c) 2014 UW System