Logical Framework Analysis (LFA) is a tool used to plan, manage, and evaluate development projects. It presents information about a project's key components in a clear, logical table format. The LFA summarizes a project's goals, objectives, activities, inputs, assumptions, and indicators to measure progress. Developing an LFA requires identifying problems, desired outcomes, and how to measure success. It should involve stakeholders and focus on objectives, indicators, and assumptions. The LFA provides a standard way to communicate and track a project from design through completion.
Introduction to the Logical Framework ApproachDamien Sweeney
An introduction into the Logical Framework Approach, and its use and usefulness for project design, project planning, in the international development sector and beyond.
Introduction to the Logical Framework ApproachDamien Sweeney
An introduction into the Logical Framework Approach, and its use and usefulness for project design, project planning, in the international development sector and beyond.
A series of modules on project cycle, planning and the logical framework, aimed at team leaders of international NGOs in developing countries. (Part 3 of 11)
There are two handouts to go with this presentation,
- the Project Planning slides as a handout: http://www.slideshare.net/Makewa/3-proj-plan-handouts
- Project Management Terms: http://www.slideshare.net/Makewa/project-management-terms,
& the Project Planning Presenter Notes: http://www.slideshare.net/Makewa/3-proj-plan-notes
In this file, you can ref interview materials for m&e such as, m&e situational interview, m&e behavioral interview, m&e phone interview, m&e interview thank you letter, m&e interview tips …
Top 88 m&e interview questions with answers pdf
free pdf download ebook
5 The Logical Framework - a short course for NGOsTony
A series of modules on project cycle, planning and the logical framework, aimed at team leaders of international NGOs in developing countries.
There is a handout to go with this module, a Logframe with blanks. http://www.slideshare.net/Makewa/exercise-watsan-logframe-with-blanks
A series of modules on project cycle, planning and the logical framework, aimed at team leaders of international NGOs in developing countries. (Part 3 of 11)
There are two handouts to go with this presentation,
- the Project Planning slides as a handout: http://www.slideshare.net/Makewa/3-proj-plan-handouts
- Project Management Terms: http://www.slideshare.net/Makewa/project-management-terms,
& the Project Planning Presenter Notes: http://www.slideshare.net/Makewa/3-proj-plan-notes
In this file, you can ref interview materials for m&e such as, m&e situational interview, m&e behavioral interview, m&e phone interview, m&e interview thank you letter, m&e interview tips …
Top 88 m&e interview questions with answers pdf
free pdf download ebook
5 The Logical Framework - a short course for NGOsTony
A series of modules on project cycle, planning and the logical framework, aimed at team leaders of international NGOs in developing countries.
There is a handout to go with this module, a Logframe with blanks. http://www.slideshare.net/Makewa/exercise-watsan-logframe-with-blanks
Slides on background, concepts, instruments and procedures of managing the phases of the project cycle through proper identification, formulation, implementation, monitoring and evaluation.
Project Cycle Management is the method of arranging, sorting out, organizing, and controlling of a Project and capably managing all its stages successfully, from arranging through execution then conclusion and audit to achieve pre-characterized points or satisfying the occupation partner by creating the correct deliverable at the ideal time, quality and cost.
To learn more about Project Cycle Management visit http://www.productdossier.com/
A series of modules on project cycle, planning and the logical framework, aimed at team leaders of international NGOs in developing countries.
New improved version of Writing Project Proposals in February 2014.
A series of modules on project cycle, planning and the logical framework, aimed at team leaders of international NGOs in developing countries.
Part 7 of 11.
There are two handouts to go with this module, Population Indicators, and a Logframe with blanks. http://www.slideshare.net/Makewa/population-indicators-handout and http://www.slideshare.net/Makewa/exercise-watsan-logframe-with-blanks
Performance Report Grading Guide
PM/582 r4
2Individual Assignment: Performance ReportPurpose of Assignment
At the end of every project, a project manager needs to be able to pull together all of the reporting done throughout the project’s life cycle to create a cohesive report. This report is given to stakeholders, the project team, and even those outside of the project. This assignment focuses on the development of that performance report and includes metrics to illustrate whether or not the project was a success.
Resources Required
University of Phoenix Material: Performance Report TemplateGrading Guide
Content
Met
Partially Met
Not Met
Comments:
The student creates a full performance report for the OLLO Case Study using the modified information from previous weeks.
The student indicates the stakeholders who would receive the report.
The student includes specific metrics on the performance report to demonstrate if the project was successful or not at the time of reporting.
The student includes an approximately 200- to 250-word explanation in each area of the template to help indicate what each of the metrics demonstrate, lessons learned, team functioning throughout the project, etc.
Total Available
Total Earned
10.5
#/10.5
Writing Guidelines
Met
Partially Met
Not Met
Comments:
The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements.
Intellectual property is recognized with in-text citations and a reference page.
Paragraph and sentence transitions are present, logical, and maintain the flow throughout the paper.
Sentences are complete, clear, and concise.
Rules of grammar and usage are followed including spelling and punctuation.
Total Available
Total Earned
4.5
#/4.5
Assignment Total
#
15
#/15
Additional comments:
Performance Report Template
www.ProjectManagementDocs.com
Performance Report
<Project Name>
Company Name
Street Address
City, State Zip Code
Date
Project Performance Report
Project Cost and Schedule Performance Report
Project:
Date: 05/01/20xx
WBS Element
Planned Value (PV)
Earned Value (EV)
Actual Cost (AC)
Cost Variance (CV)
1.0 Product Planning
$45,000
$43,500
$44,000
($500)
2.0 Product Design
$75,000
$73,000
$71,000
$2,000
3.0 Product Build
$90,000
$90,000
$91,000
($1,000)
4.0 Product Testing
$55,000
5.0 Product Implementation
$35,000
Totals:
$300,000
$206,500
$206,000
$500
1. Current Status of Risks and Issues –
2. Significant Achievements –
3. Challenges Identified -
4. Is this project successful or not? Why? -
5. Team Function (did they perform well or not together as a team and why?) –
6. Lessons Learned – (provide at least 2-3 examples)
PAGE
1
Work Breakdown Structure 1
Work Breakdown Structure
Maria Duplantier, Rinelle Pierce, Dorothea Terry
31 July 2017
PM/582
Professor Mark Block
Executive Summary Comment by Mark Block.
4 Project Goals, Scope, and CharterChaosDigital VisionGe.docxgilbertkpeters11344
4 Project Goals, Scope, and Charter
Chaos/Digital Vision/Getty Images
Learning Objectives
By the end of this chapter, you will be able to:
• Define important project management terms, including project goals, objectives, deliverables, and outcomes,
and understand how they fit into the project planning framework.
• Explain the purpose of strategic planning in linking organizational goals to programs and projects.
• Create project goals, objectives, and metrics.
• Write a project charter and scope of work.
• Discuss constraints and their role in project management.
• Identify aspects of project planning that can affect the success of a project.
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bar81677_04_c04_115-148.indd 115 9/9/14 10:46 AM
Introduction
Pretest
1. The goal of a project is to produce satisfactory deliverables on time and within budget.
a. True
b. False
2. Organizations do not always view projects that exceed their budgets as failures.
a. True
b. False
3. Organizations that avoid committing to long-term goals are more agile and therefore
more effective.
a. True
b. False
4. A statement of project goals describes top management’s expectations for a project.
a. True
b. False
5. Satisfying customers means meeting their service or product requirements.
a. True
b. False
6. The end users who purchase a product from a retail outlet are stakeholders in the
project process.
a. True
b. False
Answers can be found at the end of the chapter.
Introduction
You have probably been part of an organization or team activity that did not appear to have
direction, purpose, or goals. This kind of experience sometimes produces frustration, espe-
cially in organizations that are supposed to have a purpose, simply because people want to
know that they are part of something larger than themselves and that they can make a dif-
ference. Sometimes organizations have goals, but it seems like only top management knows
what they are. This chapter will explore the value of having organizational and project goals
and sharing them with the people charged with realizing them.
This chapter follows up on earlier chapters that dealt with the field of project management,
project phases in the cycle, and organizational design. The chapter will address how projects
are started, how they are aligned with the organization’s goals, and how individual project
goals and objectives are set to serve customers.
Once a project is selected and initiated in phase 1, phase 2 involves defining the project in a
project plan and preparing the project framework for execution. The next five chapters will
address the highlights and critical activities and tools used in this phase. This chapter discusses
important front-end planning activities such as setting project goals and objectives, linking the
H1
sec_n sec_t
bar81677_04_c04_115-148.indd 116 9/9/14 10:46 AM
Section 4.1 Project Goals and Objec.
[Insert project title, e.g. Cosmo Inc.”] Project Scope State.docxgerardkortney
[Insert project title, e.g. “Cosmo Inc.”]: Project Scope Statement[Insert learner name]Capella UniversityProject Scope Statement
Note: Any work not explicitly included in the Project Scope Statement is implicitly excluded from the project.
Project Name
Prepared By
Date
(MM/DD/YYYY)Version History (insert rows as needed):VersionDateComments
1.0
1. Executive Summary
Provide below a brief overview of this project (for example, project purpose and justification).
Note: In any instance where there is a discrepancy between the Project Charter and the Project Scope Statement, the latter is considered authoritative.2. Business Objectives2.1 Product Description (
Solution
)
2.2 Business Objectives
3. Project Description
For each area below, provide sufficient detail to define this project adequately.3.1 Project Scope
Includes (list deliverables):
Does not include:
3.2 Dependencies (External and Internal)
3.3 Assumptions
3.4 Constraints
4. Project MilestonesTarget Date
Project Start
Project Complete
5. Project Approach
Briefly describe how each of the following will be handled. Provide links to relevant documents as appropriate. 5.1 Change Management
5.2 Communication Management
5.3 Quality Management
5.4 Resource Management
5.5 Critical Success Factors
5.6 Risk Management
5.7 Project Organization
6. AuthorizationsThe Project Scope Statement is approved by the:
Project Sponsor
Project Manager
Project performance baseline changes will be approved by the:
Project Sponsor
Project Manager
Project deliverables will be approved and accepted by the:
Project Sponsor
Key Stakeholders
7. Project Scope Statement ApprovalProject Name
Project Manager
The purpose of this document is to provide a vehicle for documenting the initial planning efforts for the project. It is used to reach a satisfactory level of mutual agreement between the Project Manager and the Project Sponsors and Owners with respect to the objectives and scope of the project before significant resources are committed and expenses incurred.
I have reviewed the information contained in this Project Scope Statement and agree:NameRoleSignatureDate
The signatures above indicate an understanding of the purpose and content of this document by those signing it. By signing this document, they agree to this as the formal Project Scope Statement document.
References
2
PM5018 Business Case
PM5018 Business CaseCosmo, Inc.
Cosmo, Inc. is a leader in the development and distribution of wearable technology, including fitness coaching, nutritional coaching, and lifestyle advising products. The company holds a 33-percent market share in the wearable technology category. After doing marketing analysis, senior leadership realizes the onset of competition could negatively impact future earnings.
CEO and President Harold Living tells his leadership Cosmo, Inc. needs a new marketing strategy to not only increase market share but to maintain current le.
Software Project Management | An Overview of the Software Project ManagementAhsan Rahim
Management is the process of getting things done through others, it is the process of coordinating people & other resources to achieve the goals of the organization. A project is a set of related tasks that are coordinated to achieve a specific objective in a given time limit. A project is well-defined task, which is a collection of several operations done in order to achieve a goal. Software is the program & all associated documentation & configuration data which is needed to make these programs operate correctly.
A Software Project is the complete procedure of software development from requirement gathering to testing & maintenance, carried out according to the execution methodologies, in a specified period of time to achieve intended software product.
Global strategy execution and it accountability an accelerator approachReddappa Gowd Bandi
This artifact is a research artifact based on multi year experience across the 10's of customers across number of countries.
Main focus of this research paper is,
1.How an corporate/organization's strategy will be translated into a Implementation level Blueprint
2.Process and actions involved in such an effort
3.How the Blue print helps to arrive to a execution plan through organizational structure, processes and systems/platforms.
4.And how IT is accountable in such plan preparation at detailed level
5.What would be those Strategy acceleratores
6.How those accelerators can become an IP based Corporate based accelerators' framework.
Also paper provides the details at 10ft level with all necessary stakeholders in the strategy execution process and standard workflow process involved in these kinds of successful strategy programs.
This will be extensible/tailorable to any organization or IT group based on organizational interest and structure. The accountability matrix is going to be standard one. These accelerators/approches are readily implementable and timeline depends on the organization/business complexity.
How To Develop A Project Management PlanOrangescrum
For project managers, a successful outcome is always preceded by a well-prepared project management plan. A lot of effort is put into planning which helps you prepare a better Project Management Plan.
Online PMP Training Material for PMP Exam - Integration Management Knowledge ...GlobalSkillup
Integration Management Knowledge Area in Project management defined by PMBOK 5th Edition by Project Management Institute (PMI). Provided by GlobalSkillup.com towards PMP Certification Exam.
This presentation will give a good overview of the ROPMS concepts and logical framework, however the POP & AWP used do not reflect the final format based on the comments received during the training sessions.
a Presentation by Department of Trade and Industry (DTI) at the BSP Regional Financial Literacy Campaign for OFWs in Davao City, Philippines on July 27, 2006
a Presentation by Department of Trade and Industry (DTI) at the BSP Regional Financial Literacy Campaign for OFWs in Davao City, Philippines on July 27, 2006
Implicitly or explicitly all competing businesses employ a strategy to select a mix
of marketing resources. Formulating such competitive strategies fundamentally
involves recognizing relationships between elements of the marketing mix (e.g.,
price and product quality), as well as assessing competitive and market conditions
(i.e., industry structure in the language of economics).
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Unveiling the Secrets How Does Generative AI Work.pdfSam H
At its core, generative artificial intelligence relies on the concept of generative models, which serve as engines that churn out entirely new data resembling their training data. It is like a sculptor who has studied so many forms found in nature and then uses this knowledge to create sculptures from his imagination that have never been seen before anywhere else. If taken to cyberspace, gans work almost the same way.
RMD24 | Debunking the non-endemic revenue myth Marvin Vacquier Droop | First ...BBPMedia1
Marvin neemt je in deze presentatie mee in de voordelen van non-endemic advertising op retail media netwerken. Hij brengt ook de uitdagingen in beeld die de markt op dit moment heeft op het gebied van retail media voor niet-leveranciers.
Retail media wordt gezien als het nieuwe advertising-medium en ook mediabureaus richten massaal retail media-afdelingen op. Merken die niet in de betreffende winkel liggen staan ook nog niet in de rij om op de retail media netwerken te adverteren. Marvin belicht de uitdagingen die er zijn om echt aansluiting te vinden op die markt van non-endemic advertising.
Enterprise Excellence is Inclusive Excellence.pdfKaiNexus
Enterprise excellence and inclusive excellence are closely linked, and real-world challenges have shown that both are essential to the success of any organization. To achieve enterprise excellence, organizations must focus on improving their operations and processes while creating an inclusive environment that engages everyone. In this interactive session, the facilitator will highlight commonly established business practices and how they limit our ability to engage everyone every day. More importantly, though, participants will likely gain increased awareness of what we can do differently to maximize enterprise excellence through deliberate inclusion.
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Discover the innovative and creative projects that highlight my journey throu...dylandmeas
Discover the innovative and creative projects that highlight my journey through Full Sail University. Below, you’ll find a collection of my work showcasing my skills and expertise in digital marketing, event planning, and media production.
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Cultivating and maintaining discipline within teams is a critical differentiator for successful organisations.
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Beginners Guide To Logical Framework Approach (BOND)
1. Logical Framework Analysis
Guidance Notes No.4
WHAT IS LOGICAL FRAMEWORK ANALYSIS (LFA)?
A log frame (also known as a Project Framework) is a tool for planning and managing development
projects. It looks like a table (or framework) and aims to present information about the key
components of a project in a clear, concise, logical and systematic way. The log frame model was
developed in the United States and has since been adopted and adapted for use by many other
donors, including the Department for International Development (DFID).
A log frame summarises, in a standard format:
• What the project is going to achieve?
• What activities will be carried out to achieve its outputs and purpose?
• What resources (inputs) are required?
• What are the potential problems which could affect the success of the project?
• How the progress and ultimate success of the project will be measured and verified?
WHY USE LFA?
The LFA is a way of describing a
Because most donors prefer it?
project in a logical way so that it is:
LFA can be a useful tool, both in the planning,
monitoring and evaluation management of
• Well designed.
development projects. It is not the only planning tool,
and should not be considered an end in itself, but
• Described objectively.
using it encourages the discipline of clear and
specific thinking about what the project aims to do
• Can be evaluated.
and how, and highlighting those aspects upon which
success depends.
• Clearly structured.
LFA also provides a handy summary to inform
project staff, donors, beneficiaries and other stakeholders, which can be referred to
throughout the lifecycle of the project. LFA should not be set in concrete. As the project
circumstances change it will probably need to reflect these changes but everyone involved will
have to be kept informed.
What is so intimidating about using LFA?
Perhaps because we are very conscious of the complexity of development projects, we find it hard
to believe that they can be reduced to one or two sides of A4. Remember that the log frame isn't
intended to show every detail of the project, nor to limit the scope of the project. It is simply a
convenient, logical summary of the key factors of the project.
2. WHAT DOES THE JARGON MEAN?
Some of the terminology involved in LFA may seem rather intimidating. Do not be put off by the language.
Remember that the goal, purpose, outputs and activities are all objectives but at different levels of the project
hierarchy. Different donors use slightly different terminology, but the logical frameworks are all the same in
principle. You will come across the following terms:
TERM MEANING EXAMPLE
___________________________________________________________________________________________
Narrative Summary The goal, purpose, outputs and activities of See below.
the project as described in the left-hand
column of the logical framework.
(the Objectives column)
___________________________________________________________________________________________
Goal The ultimate result to which your project Jamaica’s dominance of
is contributing - the impact of the project. competitive bobsledding.
___________________________________________________________________________________________
Purpose The change that occurs if the project Jamaica wins the gold medal
outputs are achieved - the effect of the for bobsledding at the 2002
project. Winter Olympics.
___________________________________________________________________________________________
Outputs The specifically intended results of the Team members selected by
project activities - used as milestones of (date).
what has been accomplished at various Team at full fitness by (date) etc.
stages during the life of the project.
___________________________________________________________________________________________
Activities The actual tasks required producing the Develop training schedule.
desired outputs. Find practice venue.
Publicity campaign to recruit
team member, etc.
___________________________________________________________________________________________
Indicators Also referred to as measurable or 1. Team members capable of
objectively verifiable indicators (OVI) running x metres in x seconds by
quantitative and qualitattive ways of x time.
measuring progress and whether project 2. 4 year training schedule,
outputs; purpose and goal have been budget and outcomes developed
achieved. and agreed by x, etc.
___________________________________________________________________________________________
Means of M.O.V is the information or data 1. Fitness report from team
verification required to assess progress against doctor.
indicators and their sources. 2. Schedule written and agreed
(signed) by coach, team
members and team doctor.
___________________________________________________________________________________________
Assumptions Factors external to the project which are The Jamaican team qualities for
likely to influence the work of the project the Games.
management has little control, and which It snows enough for the Games
need to exist to permit progress to the to be held, etc.
next level in the LFA.
___________________________________________________________________________________________
Super goal The long-term results of continued Hot countries seen as serious
achievement of the goal of the project. competitors in winter sports.
___________________________________________________________________________________________
Inputs What materials, equipment, financial Funding, Coach, Bob-sled,
and human resources are needed to carry Snow, Medical Advisor, etc.
out the activities of the project?
___________________________________________________________________________________________
BOND Guidance Notes Series 2
3. WHO SHOULD BE INVOLVED?
The reality of funding proposals and completing log If the log frame has
frames usually means a desk officer in the UK trying to be written,
to summarise a project outline for a funding adapted or changed
application. However, if used correctly as a planning in the UK, it is
tool, LFA ought to be developed first by, or working important to feed the
closely with the person most closely involved in detail back to
project implementation who will most likely be your fieldworkers,
project co-ordinator or partner organisation overseas. partners and other
The project detail can be more easily developed from relevant
the log frame than the other way round. stakeholders
overseas. The input
Writing log frames in the UK is not participatory, which to a log frame
has led to criticism of the log frame as a planning should be a team
tool. Ideally it should be produced 'in country' so that effort, as much as
during the planning stage participatory approaches possible.
can be used to feed into the log frame as it is
developed. Whilst project beneficiaries may not
identify easily with the concept of LFA, they may be If you are not the person closest to the project, it is
able to identify the factors that are critical to project important to engage that person in developing the log
success, as well as the most appropriate indicators of frame.
progress. In this way, participatory techniques can be Always consider:
used to inform LFA. • What impact the objectives & indicators will have on
their work.
The log frame can also provide a guide as to what • What is realistically achievable?
information needs to be gathered through participatory • Will they have enough time to collect the information
processes, and can be enhanced by combining the you are asking for?
outcomes of other planning tools, such as social • Are the assumptions are you making realistic to
mapping, wealth ranking, and problem and objective them? Are you fully aware of their working
trees. conditions?
WHAT DO I NEED TO PRODUCE A LOGICAL FRAMEWORK?
• Supply of large sheets of paper, (preferably flip chart sheets).
• Pencil, eraser and 'Post-it' notes or cards, so you can adjust and amend as you go along.
• Somewhere to work without distractions.
• Ideally, someone to discuss and 'bounce' ideas around with.
• As much information about the planned project as possible - preferably do it 'on site'.
NOW, WHERE DO I NEED TO START?
Many people find it useful to start by developing a All the statements must be written in negative terms.
Problem Tree. Try to identify what is the real problem This will give you a problem tree in which a cause and
the project is to tackle and write it in the middle of a effect relationship operates from the bottom to the top.
sheet of paper. Then consider the direct causes of the You may also find it useful to work upwards from the
problem and write them in a horizontal line below the original problem, identifying its effect etc.
problem.
Then changing the wording of each item into positive
Next, repeat the process for each of those on another terms will change the Problem Tree into an Objective
horizontal line and continue to repeat as necessary. Tree. Next, decide whether the original problem is still
BOND Guidance Notes Series 3
4. going to be the main focus (or goal) of the project. information generated in the Objective Tree and:
This may now be higher or lower on the Objective
Tree. • Start at the top and work down
The objectives column - what is the project going
Having made that decision, the purpose, outputs and to achieve?
activities should be present in the next three
horizontal lines of the Objective Tree. It will probably • Then think laterally
be necessary to decide what to include at this stage, How can the progress of the project be measured
as the project has to be of a manageable size. against its objectives?
(See Figure 1 below: A Logical Framework -
DFID model) • Then reflect back up
What assumptions are to be included and what are
The key to completing log frames is to use the their implications?
Figure 1: A Logical Framework (DFID model)
Taken from DFID’s “Guidelines on Humanitarian Assistance”, May 1997
Objectives Measurable Means of Important
indicators verification assumptions
GOAL: Cost-effective (Goal to supergoal)
Quantitative ways of
Wider problem the methods and External factors
measuring or
project will help to sources to quantify necessary to sustain
qualitative ways of
resolve or assess indicators objectives in the long
judging timed
run
achievement of goal
PURPOSE: Quantitative ways of Cost-effective (Purpose to Goal)
The immediate impact measuring or methods and External conditions
on the project area or qualitative ways of sources to quantify necessary if achieved
target group i.e. the judging timed or assess indicators project purpose is to
change or benefit to achievement of contribute to reaching
be achieved by the purpose project goal
project
OUTPUTS: Quantitative ways of Cost-effective (Outputs to purpose)
These are the measuring or methods and Factors out of project
specifically deliverable qualitative ways of sources to quantify control which, if present,
results expected from judging timed or assess indicators could restrict progress
the project to attain production of outputs from outputs to
the purpose achieving project
purpose
ACTIVITIES: (Activity to output)
INPUTS:
These are the tasks to Factors out of project
This is a summary of
be done to produce control which, if present,
Financial out-turn
the project budget
the outputs could restrict progress
report as agreed in
from activities to
grant agreement
achieving outputs
DFID describes the Logical Framework as quot;a tool to help designers of projects think
logically about what the project is trying to achieve (the purpose), what things the
project needs to do to bring that about (the outputs) and what needs to be done to
produce these outputs (the activities). The purpose of the project from the DFID
viewpoint is to serve our higher level objectives (the goal)quot;.
NOTE: The two boxes in the centre of the quot;Activitiesquot; row are not used for Measurable
Indicators and Means Of Verification as the progress and success of the Activities are
measured at the Outputs level. Remember, the Activities are carried out to achieve the
Outputs. These quot;sparequot; boxes can therefore be used to provide any useful additional
information such as Inputs and Budgeting requirements.
BOND Guidance Notes Series 4
5. THREE STAGES TO SUCCESS:
STAGE ONE - TOP DOWN (OBJECTIVES)
STAGE TWO - WORK ACROSS (MEASURABLE INDICATORS AND MEANS OF
VERIFICATION)
STAGE THREE - BOTTOM UP (ASSUMPTIONS)
STAGE ONE - TOP DOWN (OBJECTIVES)
1. GOAL 4. ACTIVITIES
Starting at the top and using the information from the List the activities, which are needed to achieve these
Objective Tree consider the overall goal of the outputs. There may be several for each output.
project. What issue or problem is the project trying to Statements should be brief and with an emphasis on
address? The goal may be beyond the reach of this action words.
project on its own. What ultimate objective is the
project contributing to? This should be a brief Example
statement or summary. 'Hold publicity campaign in (named region) to recruit
language teachers by (date)'. 'Agree and arrange
Example selection process & schedule for teacher recruitment
To increase literacy among young people in the sub- involving existing teaching staff'. 'Hold training
Sahel region. sessions for new teachers covering aims, approach,
customs, potential problems holding information
2. PURPOSE sessions, record-keeping, expenses'. 'Arrange
appropriate accommodation for teachers in each
What final result are you trying to achieve? This is the
village at least before arrival'. 'Plan and hold meetings
purpose of the project. This should be clear and brief.
in each village for families with school age children to
demonstrate the benefits of literacy' etc.
Example
School attendance and literary skills of 6-14 year olds
5. INPUTS
in (named region) of the sub-Sahel is increased.
When required to do so provide additional information,
3. OUTPUTS such as the inputs which are needed to carry out
these activities. Again, there may be several for each
What are the particular outputs needed to achieve
activity and it will help to run through each individually,
the Purpose of the project? There may be several
listing required inputs (resources, equipment, tools,
outputs.
people). Group the inputs and list each once rather
than repeatedly. This may include a summary of the
Example
project budget.
'Five new language teachers recruited and trained.'
'Classes running in all schools at times when
Example
children are not required to complete family duties.
Budget, Training space, Accommodation, Support for
''Information sessions for families with school age
existing teaching staff, Teaching materials, Transport
children held in each village demonstrating benefits of
to village, Project Co-ordinator / Fieldworker etc.
literacy.'
STAGE TWO - WORK ACROSS (MEASURABLE INDICATORS AND MEANS OF
VERIFICATION)
As you work down each step of your objectives, think: hierarchy of objectives, begin to work across the log
frame, identifying the indicators for measuring your
• How the outputs and activities can be measured. progress. Indicators need to define ‘QQT’, Quality,
• What indicators can be used to measure achievement Quantity and Timing:
against?
• What information will be needed, and how it can be Quality - The kind (or nature) of the
gathered? change.
• What problems, obstacles or barriers might arise to Quantity - The scope (extent) of the
prevent the project from progressing as planned? change ie. by how much, how
• How can their impact be minimised? many.
Timing - By when the change should
6. INDICATORS have taken place.
Starting either from the top or the bottom of your
BOND Guidance Notes Series 5
6. There are two kinds of indicators you will need to use: Using Indicators at the Outputs Level:
Five language teachers recruited and trained by (date).
Process indicators At least two classes running in all schools at times
Which measure the extent to which you have when children are not required to complete family
achieved your stated objectives. duties by (date). At least three information sessions for
Example families with school-age children held in each village
How many children attending school by demonstrating benefits of literacy by (date).
(specified)time.
7. INFORMATION SOURCES
Impact indicators
Which help to monitor the achievement and the Next, try and work out your means of verification for
impact of your work. each indicator. What information will you need, and
Example how and from where can it be gathered?
How many children pass (specified) literacy test at
(specified) time. Will project staff or others need to keep records, or can
they get the information from somewhere else?
In addition, indicators can also be: Consider the cost implications, if any, and build this into
the project budget.
Direct
Example Don't exclude anecdotal evidence (eg. views
The Number of children attending school. expressed by project beneficiaries, etc) if this is the
most appropriate source of information, but remember
Indirect (also known as soft or proxy). that donors can be wary of this evidence, and it may
Example later be necessary to demonstrate your claims!
More books borrowed from the school library -
Note:
suggesting more children reading, therefore wider
If you are confused about indicators - don't
literacy.
panic! Identifying indicators requires some
practice. Try to find a mentor with more
Examples
experience who can advise you. Or move on to
Using Indicators at the Purpose level:
look at means of verification - thinking about what
School attendance of 6-14 year olds is increased by
information you need, and how to get it, may help
200 per cent within 4 years. 90 per cent 6-14 years
to define what the indicator should be. If you
olds (in named region) of the sub-Sahel to have
come up with a long list of possible indicators try
gained (particular level) of literacy skills within 4
to narrow it down to the essential ones.
years.
STAGE THREE - BOTTOM UP (ASSUMPTIONS)
8. EXTERNAL FACTORS 9. DOUBLE CHECK
Following completion of your log frame, go over it,
What external factors (outside your control) could
from bottom to top, to check the logic of it:
affect the success of your project or prevent work
from progressing? These may be climatic, political,
• Will the inputs and activities clearly lead to the
economic, etc. but should be real (possible)
outputs required to achieve the purpose and
risks rather than a list of everything that could go
contribute to the goal?
wrong.
• Will the indicators and means of verification
Reflecting up from the bottom of your log frame,
effectively measure the progress of the project?
consider how, if each assumption holds, it will
be possible to move to the next stage of the
• Are the assumptions reasonable or do they indicate
project.
a level of risk, which suggests that the project is
unlikely to get off the ground or be completed? (The
Example
killer assumption)
There are sufficient rains to ensure that children are
not required to replant crops and therefore unable to
• Is the project staff committed to the objectives and
attend school.
indicators identified and see them as realistic and
And/or, Sufficient teachers with knowledge of local
achievable?
dialect are recruited.
And/or, Conflict from neighbouring region doesn't
• Are there any changes, which could be made which
spread into local area so that emergency needs take
will make the project it more practical and workable?
precedence over education.
BOND Guidance Notes Series 6
7. 10. WRITE IT UP 11. STAYING INFORMED
When the log frame has been checked (and And still you haven't finished; remember that LFA is a
rechecked) and it is truly logical, and representative of flexible tool for planning, managing, monitoring and
the project, type (or write) it up onto A4 sheets. reporting your project. As the project progresses
and situations change, return to the log frame and
At this point all the relevant stakeholders should revise it accordingly. Agree these changes with the
have had a chance to contribute to (and agree) the donor and other stakeholders and keep everyone
completed log frame. informed so that they are able to keep up to date
with current progress of the project and its future
direction.
WANT TO FIND OUT MORE?
•Gosling L and Edwards M (1995) quot;Toolkits: a practical guide to assessment, monitoring,
review and evaluationquot; Development Manual 5 pp. 178-192 Save The Children, £6.95 (New
edition due in March 2003 with updated information on Logical Frameworks)
• The DFID quot;Guidelines on Humanitarian Assistancequot; published in May 1997 includes guidance on
preparing log frames, and is available on the DFID web-site at
http://62.189.42.51./DFIDstage/faqs/files/guidelines_on_humanitarian_assistance_v5.0a.doc
• DFID Chapter on Logical Frameworks in their Tools for Development series:
http://62.189.42.51/DFIDstage/FOI/tools/chapter_05_frame.htm
• The Civil Society Challenge Fund Guidelines 2002 include an Annex C on The Logical
Framework:
http://62.189.42.51/DFIDstage/Pubs/files/cscf_guide.htm
• Akroyd, D. (1995), 'The Logical Framework Approach and the post-evaluation of health
sector projects by the, African Development Bank', Project Appraisal, 10 (4), Pages 210-222.
• Akroyd, D. (1995), 'Steps toward the adoption of Logical Framework Approach in the African
Development Bank: some illustrations for agricultural sector projects', Project Appraisal, 10
(1), 19-30.
• Argeetey, E. (1998), 'Consultative processes in community development in Northern Ghana',
Community Development Journal, 33 (4), 301-33.
• Cordingley, D. (1995), 'Incorporating the Logical Framework into the Management of
technical co-operation projects', Project Appraisal, 10 (2), 103-112.
• Cracknell, B. (1996), 'Evaluating Development Aid', Evaluation, 2 (1) 23-33.
• Eggers, H. W. (1998), 'Project Cycle Management Revisited', The Courier May/June 1998, 69-
72, Brussels: European Commission
• Gasper, D. (1999), 'Problems in the Logical Framework Approach and the challenges for
Project Cycle Management', The Courier, Jan/Feb 1999, 173, 75-77. Brussels: European
Commission
• Jackson, B, Designing Projects and Project Evaluations using the Logical Framework Approach:
http://iucn.org/themes/eval/english/lfa.htm
• Nancholas, S. (1998), 'How to (or not to do)... A Logical Framework', Health Policy and Planning,
13 (2), 189-193.
BOND Guidance Notes Series 7