Jennifer Kuschner, Program Development and Evaluation Specialist, UW-Extension
Kerry Zaleski, Monitoring and Evaluation Project Coordinator, UW-Extension
This interactive session provided participants with an overview of what a logic model is and how to use one for planning, implementation, evaluation or communicating about co-curricular community service activities. The session also provided an opportunity to work in teams to create participant’s own logic model.
2. 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.)
3. Learning
Outcomes
What are your learning outcomes for yourself
today?
What are our desired learning outcomes for
you today (in addition to meeting yours)?
4. 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?”
5. What are ways to use logic
models?
To link activities to results
To serve as a basis for communicating with
others
To guide program planning and evaluation
To make visible gaps in logic
To make explicit theories of change
To improve decision-making
6. Parts of the Logic Model
Situation is the current condition, issue or
opportunity calling for programming
Inputs are the resources we invest to bring about
change
Outputs are what we generate: activities, products
Outcomes 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
7. 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
9. 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 on
developing
mutual
support,
positive
school
identities,
and fostering
improved
engagement
with school.
.
IF then
Example: Addressing the academic achievement gap
11. 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
12. 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
13.
14.
15. UWEX
team
M&E
volunteer
s
Resource
s 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
FTF
Country
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
(accountabili
ty)
• Enhances
learning
• Improves
programmin
g
InputsInputs
Outcomes
Short Medium
Long
Outcomes
Short Medium
Long
Technicians and
hosts
Volunt
eers
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
18. Evaluation standards
Utility
Serves information needs
of intended users
Feasibility
Realistic, prudent,
diplomatic, frugal,
effective and efficient
Propriety
Legal, ethical, due regard
to welfare
Accuracy
Reveals and conveys
technically accurate
information; dependability
and truthfulness
Source: The Joint Committee on Standards for Educational Evaluation, Inc. (1994). Available at:
http://goo.gl/LL8It4
Or AEA: http://www.eval.org/p/cm/ld/fid=103
20. 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
21. Additional Resources
Program 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/
