Why use the Logic Model

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Why use the Logic Model?

• Shows difference between what we do and impact we
  are having
• Provides a common vocabulary
• Focus on quality and continuous improvement
• Provides a means for planning and evaluation of
  programs

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Benefits

• Brings detail to broad goals
• Shows the chain of events that link inputs to
  results
• Builds understanding and consensus
• Identifies gaps in logic and uncertain
  assumptions
• Signals what to evaluate and when
• Summarizes complex program to communicate with
  externals

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What Makes Up a Logic Model?

• Situation
• INPUTS
• OUTPUTS
• OUTCOMES
• Assumptions
• Environment

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What does a logic model look like?

• Graphic display of boxes and arrows
• any shape possible
• circular, dynamic
• relationships, linkages
• level of detail
• simple
• complex
• Multiple models

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Logic Model (Simplified version)
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Everyday Logic Model
H U N G E R
Hunger satisfied
Get food
Eat food
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Logic Model What Is It?

• Picture of a program
• Graphic representation of the program theory or
  action
• Relationship between what we put in (inputs),
  what we do (outputs), and what results (outcomes)
• Logical chain of if-then relationships
• Core of program planning and evaluation

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OUTPUTS
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EXTENSION EXAMPLES EFNEP Counseling
-or- Making Baby Food Classes
Extension invests time and resources
A variety of educational activities are provided
to clientele who participate
Clientele gain knowledge and change practices
resulting in
Improved nutrition and better food choices for
clients and their families
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LOGIC MODEL Program Performance(Planning
Mode)
INPUTS
OUTPUTS
OUTCOMES
Program investments
Activities
Participation
Short
Medium
Long-term
What we invest
What we do
Who we reach
What results
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Logical Linkages Series of If-Then Relationships

• IF THEN IF THEN
  IF THEN IF THEN
• INPUTS OUTPUT OUTCOMES

Babies will consume healthier diets
Program invests time money
Offer train- Ing in how to make Baby food
Parents receive the training
Parents wil use the training to feed their babies
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LOGIC MODEL Program Performance Framework
OUTCOMES-IMPACT
OUTPUTS
INPUTS
Short Medium Long-term
Activities Participation
S
What the medium term results are
What the short term results are
What we invest
I
What the ultimate impact(s) is
What we do
Who we reach
T
U
Staff
Workshops
Participants
Learning
Action
Conditions
Volunteers
Meetings
Customers
A
Time
Counseling
Citizens
Awareness
Behavior
T
Money
Facilitation
Knowledge
Practice
Materials
Assessments
Attitudes
Decisions
I
Equipment
Product dev.
Skills
Policies
Technology
Media work
Opinions
Social action
O
Partners
Recruitment
Aspirations
Training
Reactions
N
Motivations
ASSUMPTIONS
1)
ENVIRONMENT
2)
3)
Influential factors
4)
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Assumptions

• Beliefs about the program
• the participants
• the way the program will operate
• how resources, staff will be engaged
• the theory of action

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Assumptions, cont.

• Faulty assumptions are often the reason for poor
  results
• Check and test assumptions
• Identify potential barriers for each
  if-then sequence

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EnvironmentInfluential Factors

• Extension program does not exist in a vacuum
• Context of the program
• politics, family circumstances, cultural milieu,
  demographics, economics, values, biophysical
  environment, policies, services
• What affects the program over which you have
  little control?

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Outcomes vs. Activities

• BE OUTCOME DRIVEN,
• NOT ACTIVITY DRIVEN

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Chain of Outcomes
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Focus of Outcomes

• Individual
• Child, parent, client, resident
• Group
• family, team, community group
• Agency, organization
• System
• Community

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How far out the outcome chaindo we go?

• What is logical?
• What is realistic?
• What is meaningful?

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INPUTS
OUTPUTS
OUTCOMES
Parents increase knowledge of child dev
Design parent ed curriculum
Staff
Parents use improved parenting skills
Reduced rates of child abuse neglect
Targeted parents attend
Money
Provide 6 training session
Parents learn new ways to discipline
Partners
WHICH OUTCOMES???
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Outcome of Interest?

• Inherently valued outcome (Mohr, 1995)
• higher level outcome is immaterial
• we are willing to assume that a higher outcome
  will also be attained if we achieve the outcome
  of interest
• Participant valued outcome if participants
  experience a change or benefit that makes a a
  real difference to them (United Way, 1999)

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Outcome Considerations

• Who chooses outcomes?
• Issues in identifying outcomes

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INPUTS
OUTPUTS
OUTCOMES
Youth improve skills in planning, decision
making, problem solving
Identify project to work on
Adult leaders
Youth take on other service projects
4-H group members actively participate in all
aspects of planning and implemen-tation
Youth become respble,produc-tive adults
Grant
Plan project
Youth learn about their communty
Youth
Youth are active in community life
Carry out the project
Time
Youth gain confidence in doing community work
Adults
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Logic Model Limitations

• Represents reality, not reality
• Programs are not linear
• Focuses on expected outcomes
• Challenge of causal attribution
• Many factors influence outcomes
• Doesnt address Are we doing the right thing?

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Building a Logic Model

• New program
• Existing program
• Team organization
• Involvement of others
• Keep it dynamic

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Presentation

• A graphic display of boxes or columns
• Any shape is possible
• Arrows may be used to depict causal relationships
• Simple--Detailed
• Multiple logic models

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Check Your Logic Model

• Are the outcomes really outcomes?
• Is the longest-term outcome
• meaningful?
• logical?
• realistic?
• Does it represent the programs purpose response
  to the situation?

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Evaluating your Program
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Evaluation Plan
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Involving Others

• Stakeholders
• Clientele
• Administrators
• Collaborators, Partners
• Volunteers
• Who else?

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Evaluation Questions Who will use the
evaluation?

• You
• Participants
• Funders
• Sponsors
• Advisory Board
• Administration
• Performance review committee

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Evaluation Questions What do you want to know?
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Logic Model Game Plan

• Look at your logic model
• List 5 things you and/or others want to know
  about the program

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Indicators - How will you know it?

• The evidence or measures that indicate
• what you wish to know or see
• often multiple indicators are necessary
• may be quantitative or qualitative
• culturally appropriate

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Evaluating your Program
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INDICATORS Examples
How would I know it?
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Indicators - Considerations

• Direct (proxy)
• Sensible, understandable
• Reliable, trustworthy
• Available
• Useful, credible

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Source and Method of Data Collection

• Source of information
• Participants
• Parents
• Teachers
• Key informants

• Method of collecting the information
• Survey
• Interview
• Observation
• End-of-program questionnaire
• Focus group
• Records

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Evaluation Plan cont.
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Making it work for you

• View evaluation as learning - integrate into the
  way we work
• Build evaluation in upfront
• Ask tough questions
• Make measurement meaningful
• Be accountable for highest professional standards

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Situation

• Situational analysis
• Need (What is vs. What should be)
• Asset (Strengths, Quality)
• Problem analysis
• Priority setting
• Engaging others

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Logic Model Resource Management in Nutrition
Education Program To do change table below
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Logic Model Common Variety
Activity - Output
Outcomes
Inputs
Activities
Outputs
Short
Medium
Long-term
Time, Money, etc.
Extension holds program
Farmers attend program
Farmers gain new skills
Farmers practiceskills
Improved long-term Condition