This document provides an overview of logic models and their components for program planning and evaluation. It defines the key elements of a logic model as the situation, inputs, outputs, outcomes, and assumptions. The situation establishes the problem a program aims to address. Inputs refer to the resources invested in the program. Outputs are the activities and people reached. Outcomes are the short-term, intermediate, and long-term results of the program. Assumptions recognize beliefs about how the program will work. A logic model displays the relationships between these elements and can be used as a communication tool.

1. Developing and Evaluating
Programs Using the Logic Model

2. 2
A Well-Managed Organization is a Money
Magnet*
$ $ $
$ $
$ $ $
$ S Your
NPO
$
$
$
$ $
*Not to the exclusion of all other considerations. A well-managed
organization is more competitive than one in which program impact is
uncertain.

3. Which Agency Makes the Strongest Case to
a Funder?
Nonprofit A
• Your funding will help us to
meet this important need.
• We have been doing it for
17 years and we are really
good at it!
• 173 people received
services in FY2014.
Nonprofit B
• Your funding will help us to
meet this important need.
• We use a rigorous program
evaluation process to
ensure that every dollar is
spent wisely and leads to
the greatest impact.
• Our program/evaluation is
based on a proven method,
the logic model. Here is our
plan…
3

4. Three Myths About Program Planning
1. The right time to plan a program is when you are
writing a grant proposal.
2. Program planning is a luxury most nonprofits don’t
have time for.
3. We can wing it and it will still turn out well.
4

5. What’s Different About Program Planning Today?
Accountability and Outcome Measures
• What gets measured gets done.
• If you don’t measure results, you can’t tell success
from failure.
• If you can’t see success, you can’t reward it.
• If you can’t reward success, you’re probably
rewarding failure.

6. • If you can’t see success, you
can’t learn from it.
• If you can’t recognize
failure, you can’t correct it.
• If you can demonstrate
results, you can win public
support and…raise financial
support for your programs.
Source: Reinventing Government, Osborne and Gaebler, 1992
6

7. Introduction to the Logic Model
7

8. Get pills Take pills Feel better
•You are suffering from a severe headache.
•Your experience says certain pills help. So, the logic model
shows you first that you need to get the pills.
•Then, you take the pills as prescribed. As a consequence,
you feel better. The end result is that the headache is gone
and you are feeling better.
This slide excerpted from: Developing a logic model: Teaching and training guide
© 2008 by the Board of Regents of the University of Wisconsin System. All rights reserved.
Everyday Example: Headache

9. Communication
Using the Logic Model for Program Planning
9

10. 10
Certain characteristics of
programs inspire others to value
and support what we do:
•Relevance
•Quality
•Impact
*Ladewig, 1998

11. Example: What Inspires You on the Following List?
Job Training Program
New office with stain-proof carpeting
Access to high paying jobs
Access to jobs with benefits
The trainers’ own fuel-efficient cars
Participants get coffee and donuts at the training
11

12. By including these characteristics within your
logic model you will achieve
We must communicate to others why our
programs are important to them.
12
Relevance Quality
Impact
McCawley, p.3

13. Step I. The Situation
13

14. THE SITUATION STATEMENT
14
About
communicating
the relevance of
your situation

15. State the Problem Clearly
• What are the likely consequences if nothing is done
to resolve the problem?
• Describe who is affected by the problem
• Where do they live, work, etc.?
• How are they important to the community?
15

16. Starting Point
16

17. Step 2. Inputs
17

18. STEP II: INPUTS
Inputs include knowledge, skills or expertise
invested in a program.
18
An opportunity to communicate
the quality of the program.

19. 19
Types Examples
Human resources •Time invested by staff, volunteers, partners,
board members
Fiscal Resources •Special grants
•Donations
•User fees
Facilities and Equipment •Program space
•Computers
Knowledge Base •Research results
•Teaching materials
•Certification
•Learning standards
Collaborators •Local, state, national agencies and organizations
involved in planning, delivery and evaluation.
Inputs

20. Step 3. Outputs
20

21. • Things we do:
– providing products,
goods & services to
program clients • The people we reach:
– informed consumers,
knowledgeable
decision-makers
21
Examples

22. Outputs help us to establish linkages between the
problem (situation) and impact (outcomes).
STEP III: OUTPUTS
22
The things we do and the people we reach.

23. More Examples of Outputs
The Things We Do
• “4,000 brochures will be
distributed”
• “$700 was collected at the rally”
• “350 hours of tutoring will be
provided to adults in our GED
program.”
The People We Reach
Bridge between the problem and the
impact.
• “57 community residents
attended the meeting”
• “60% of children under age 5
received vaccinations”
• “Participants attended 4
Saturday morning classes on
parenting”
• “93% of participants reported
that they were satisfied with the
program”
23
WAIT! AREN’T
THESE
OUTCOMES?

24. 24
No, they are outputs.
Read on to learn more
about the difference.

25. Step 4. Outcomes
25

26. STEP IV: OUTCOMES
Outcomes Answer the Question
“What Will Happen as a Result of the
Program?”
26
Outputs communicate the impact of our investment.

27. 27
Not how many worms
the bird feeds its young, but
how well the fledgling flies.*
(
*United Way of America, 1999.

28. Three Types of Outcomes
• Short term
• Intermediate term
• Long term
28

29. Examples: Diabetes Education Program
Short-term Outcomes
– Changes in:
• Awareness
• Knowledge Skills
• Motivation
• Attitude
“250 adult community
residents will become aware
of their risk for diabetes,
understand the signs and
symptoms of the disease
and be prepared to seek
medical treatment.”
29

30. Examples
Medium-term Outcomes
• Were specific inputs
made as planned?
• Was the desired level of
participation achieved?
• Policies adopted by
businesses,
governments
• “We expected the program to
draw 100 people to attend
the diabetes fair and receive a
free blood screening. The
program exceed its goal by
115 people.”
• “The hospital agreed to offer
a semi-annual diabetes fair
for community residents.”
30

31. More Outcome Examples
• Long-Term outcomes
– Improved economic
conditions; increased income
or financial ability
– Improved social conditions –
reduced violence or increased
cooperation
– Improved environmental
conditions – e.g. improved air
quality or reduced runoff
– Improved political conditions
–increased participation or
opportunity
“XYZ number of community
residents will be able to
return to full-time
employment after learning
how to manage their
diabetes.”
31

32. Your Logic Model becomes a Communication
Tool for Program Promotion
32
Relevance Quality
Impact

33. 33
What We
Invest
• Time
• Money
• Partners
• Equipment
•Facilities
What We Do
• Services
• Workshops
• Publications
Who We
Reach
Outcomes
Change in:
•Knowledge
•Skills
•Attitude
•Motivation
•Awareness
Change in:
•Behaviors
•Practices
•Policies
•Procedures
Change in
Situation:
•Environment
•Social
Conditions
•Economic
Conditions
•Political
Conditions
Inputs Outputs
Short-term Medium- Long -
LOGIC MODEL REVIEW

34. Logic Model Components: Definitions
34
Even though programs are diverse, they all share common elements. Programs are developed in response to a situation. Programs
have INPUTS, OUTPUTS, OUTCOMES. A logic model displays the relationships among these core elements and brings attention to
underlying assumptions set within the program’s environment of external factors.
SITUATION
The originating problem, or issue, set within a complex of sociopolitical, environmental and economic circumstances. The situation
is the beginning point of logic model development.
INPUTS
What goes into the program: resources and contributions that are invested. Inputs include such elements as staff, money, time,
equipment, partnerships, and the research base
OUTPUTS
What we do and whom we reach: activities, services, events, products and the people reached. Outputs include such elements as
workshops, conferences, counseling, products produced and the individuals, clients, groups, families, and organizations targeted to
be reached by the activities.
OUTCOMES
What results: the value or changes for individuals, families, groups, agencies, businesses, communities, and/or systems. Outcomes
include short-term benefits such as changes in awareness, knowledge, skills, attitudes, opinions and intent. Outcomes include
medium-term benefits such as changes in behaviors, decision-making and actions. Outcomes include long-term benefits (often
called impact) such as changes in social, economic, civic, and environmental conditions.
Excerpted from: DEVELOPING A LOGIC MODEL: TEACHING AND TRAINING GUIDE 2/29/2008 HANDOUT – 16
© 2008 by the Board of Regents of the University of Wisconsin System. All rights reserved.

35. Logic Model Components: Definitions
35
ASSUMPTIONS
The beliefs we have about: the program, the people involved, and how we think the program will work. Assumptions include our
ideas about the problem or situation; the way the program will operate; what the program expects to achieve; how the participants
learn and behave, their motivations, etc.; the resources and staff; the external environment; the knowledge base; and the internal
environment. Faulty assumptions are often the reason for poor results.
EXTERNAL FACTORS
Aspects external to the program that influence the way the program operates, and are influenced by the program. Dynamic
systems interactions include the cultural milieu, biophysical environment, economic structure, housing patterns, demographic
makeup, family circumstances, values, political environment, background and experiences of participants, media, policies and
priorities, etc. Elements that effect the program
over which there is little control.
Excerpted from: DEVELOPING A LOGIC MODEL: TEACHING AND TRAINING GUIDE © 2008 by the Board of Regents of the University of Wisconsin System. All
rights reserved.