Presentation on what program logic model is, what the difference is between PLM a theory-based models, and on the use of program logic models.

1. Prepared by Jana Garay

2.  Is there someone in the room who:
◦ Is completely new to logic models?
◦ Has created logic models before?
◦ Attended other logic model trainings?
◦ Her/his funder (or boss) requires her/him to do logic
models?
◦ Why do we need logic models?

4.  A logic model is…
◦
 A logic model is
NOT…
◦

5.  Definition
LM are a graphic representation of:
◦ Main components of the program
◦ Desired outcomes
◦ The assumed causal linkages between the activities and
the outcomes
Core of planning & evaluation
“…they provide a clear roadmap to a specific
end.”
(Knowlton & Philips,2009)

8.  Clearly identifies program goals, objectives, activities,
desired outcomes, and impacts
 Clarifies assumptions and relationships between
program efforts & expected results
 Communicates key elements of the program
 Helps specify what to measure in an evaluation
 Guides assessment of underlying assumptions & self-
correction
 Offer highly participatory learning opportunities
 Clarify knowledge about what works and why.
(Source: Comprehensive Community Initiative, http://www.ccitoolsforfeds.org)

9.  Theory of change LM
 Theory of the program
 The sequence of events that is expected to create a change
and help to resolve the problem situation
 DOs & GETs (actions & strategies)
 Less detailed than PLM
 Program logic model (PLM)
 More detailed, descriptive
 Use in implementation and evaluation

10. Feature Theory of change LM Program LM
Time frame No time Time bounds
Level of detail Low High
Elements Few (“do + get”) Many
Primary display Graphics Graphics + text
Focus Generic Targets + specified results
Source: Knowlton & Philips (2009)

11.  Offers the big picture of strategies that could
generate your intended results (impact)
 Only 2 elements:
◦ Strategies: choice of optimal actions
◦ Results: long-term effects of strategies
Strategies Results
DO GET

12. Knowledge
Believe
DO GET

17. Source: UW Extension, www.uwex.edu/ces/pdande

19.  Inputs:
◦ human, financial, organizational, and community
resources a program has available to direct toward doing
the work
 Activities:
◦ what the program does with the resources
◦ processes, tools, events, technology, and actions that are
an intentional part of the program implementation

20.  Outputs
◦ The activities, products, and participation generated
through the investment of resources. (Goods and services
delivered)
◦ Work accomplished, e.g.
 Amount of services delivered
 Staff hired
 Sessions conducted
 Materials developed
◦ Reach, i.e.
 Population reached/served

21.  Outcomes
◦ Short-term:
 Change in awareness & knowledge
◦ Intermediate:
 Change in behaviour
◦ Long-term:
 Change in condition(s)

22.  Outputs are the direct and measurable
products of a program’s activities and services;
they are often expressed in terms of volume or
units delivered
 Outcomes are the results or impact of the
activities and services. Outcomes often represent
the results of multiple outputs; each outcome
usually corresponds to more than one output

23. Output Outcome
# of workshops attended by potential first
time homebuyer
Potential homebuyer puts in a contract for a
two bedroom home
# of new mothers receiving six home visits Participating new mothers increase their
knowledge of child development
Action Plan developed to clean and monitor
neighborhood play areas
Residents in Community X sign up to clear
vacant lots and build playgrounds
# of funding proposals submitted
# of potential individual donors
Increased and diversified resources for the
program
Board job descriptions developed
Board policy manual written and approved
Board members understand their
responsibilities
# of meetings held with legislators
# of legislators receiving policy options
paper
Increased legislators’ awareness of policy
options
Source: Logic Model Workbook

26.  Inputs
◦ Project coordinator/IT staff/Funding/Facility/Partnership
 Outputs – activities
◦ Presentations
◦ Interactive learning activities
◦ Asses needs, conduct research
◦ Develop curriculum
 Outputs – participants
◦ High school youth/seniors/highly skilled immigrants

27.  Outcomes
◦ Short-term:
 Ps think differently about…
 Increased knowledge about…
◦ Intermediate:
 Ps eat more…
 Ps choose better…
 Ps read more…
◦ Long-term:
 Improved child-parent relationship
 Teens deliver healthy babies

29. Outcome
Outputs
Theory change
Short term goal
Impact
Resources
Inputs
Long-term outcome
Generating
change
Results
StrategiesAssumptions
Intermediate outcome
Reach
Participants
Final outcome
Immediate
outcome
Directions
Causality
Feedback loop

38.  Sequence of “if-then” statements
 PLMs present a theory about the expected program
outcomes but do NOT demonstrate whether the
program caused the observed outcomes

41.  Outcomes and Objectives should be SMART
 LM should demonstrate plausibility
 Logic models do not always depict logics…

43.  Innovation Network: Logic Model
Guidebook (
http://www.innonet.org/client_docs/File/logic_model_workbook.pdf
)
 W.K. Kellogg Foundation Logic Model
Development Guide (
http://ww2.wkkf.org/DesktopModules/WKF.00_DmaSupport/ViewDoc.aspx?fld=PDFFile&CID=2
 Knowlton, L.W. & Philips, C.C. (2009). The
Logic Model Guidebook. Better Strategies
for Great Results. Sage Publications.
 UW Extension, Logic models course
http://www.uwex.edu/ces/lmcourse/