Using the Results Logic Model as a Tool

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Using the Results Logic Model as a Tool
For Evaluating the Effectiveness
Of Workforce Development Programs
For Out-of-School/Out-of-Work youth
Introduction. As a follow up to my previous posting entitled What Works in
Helping Out-of-School/Out-of-Work Young People Get Jobs, I promised to share
some sample livelihood skills focused outcomes and their indicators which I have
used over the years in planning, managing, and evaluating youth workforce
development programs.
I always like to begin by elaborating a Results Logic Model (RLM) first as I begin the
program planning process because it provides me with a concise, sequential/logical
overview of what I want to accomplish in helping vulnerable young people become
productive--that is, the impact I wish to achieve, and how I will go about measuring
change. The RLM is also an excellent tool for helping me to determine whether or
not I am keeping and/or have kept all my promises about helping disadvantaged
youth get jobs.
Finally, the RLM most importantly serves as a description of my theory of change or
hypothesis regarding the programmatic approach I wish to use to help young
people get marketable skills and jobs.
For example, I’m strong believer in incorporating a comprehensive course in life and
employability skills to help young people learn and practice workplace behaviors
early on in their development.
With support from the GE Foundation, I was team leader at the International Youth
Foundation during the developmental, launch, and operationalization phases of a
life and employability skills program entitled Passport to Success over five-year
period. The LES program became a core component of the youth workforce
development programs I worked in Hungary, India, Mexico, The Philippines, Poland,
and Russia.
My Theory of Change was: young people who complete the Passport to Success Life
and Employability Skills Program are more likely to stay in school, return to school,
get a job, and keep a job. There is much more I could share about this topic but I will
save further elaboration for a future posting.
If you are not familiar with how to development a Results Logic Model, there are all
kinds of resources available on the Internet. For example, the Free Management
Library has an e-guide entitle, Guidelines and Framework for Designing Basic Logic
Models. Another good resource is The Logic Model for Program Planning and
Evaluation published by the University of Idaho Extension, as is the University of

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Wisconsin’s publication on the topic entitled Welcome to Enhancing Program
Performance with Logic Models.
Finally, I highly recommend the that you obtain a copy of the World Bank
publication entitled Measuring Success of Youth Livelihood Interventions; A Practical
Guide to Monitoring and Evaluation. This is a very comprehensive publication that
covers every aspect of designing an evaluation system for youth workforce
development programs. It is the best!
Typically, a simplified RLM will contain the following components:
(1) An longer-term impact statement;
(2) Several outcome statements,
(3) Followed by one or more indicators for each Outcome Statement;
(4) Followed by one or more activity statements that contribute to achieving an
particular outcome; and
(5) Some type of program narrative which describes how the outcome statements,
their indicators, and activities all fit together.
I’ll start first with a generic youth workforce or livelihoods skills development
program Results Logic Model that illustrates use of the five basic components. This
one is based on a workforce development program designed for vulnerable young
people living in a country that are at high risk to extremism and implemented by a
international organization working in close coordination with a government
ministry and local NGOs.
In a later posting, I will share a more elaborate RLM and narrative that not only
includes the five components mentioned above, but also includes the following:
 Assessment metric with quantification;
 Definition of the assessment metric;
 Project target;
 Data source;
 Data collection timing; and
 Levels of disaggregation.
Please look the following abbreviated RLM over and share your thoughts on its
relevancy and whether or not there are other aspects that could be included.

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Livelihoods Skills Development Program
Results Logic Model
IMPACT: An enabling environment created with greater capacity to more
effectively assist highly marginalized1 youth, ages 16-35, living in
selected localities to acquire sustainable livelihoods for active
participation in the local job market while reducing their vulnerability
to extremism.
Outcomes Indicators Activities
Outcome 1 Improved
models of life
skills, and
employment
and
entrepreneurs
hip training
programs.
1.1 # of enhanced models
related to positive
youth development in
the three focal areas of
life skills, employment,
and entrepreneurship
training;
1.2 # of functional strategic
multi-sector
collaborations involving
the public and NGO
sectors, the private
sector, supporting the
delivery of effective
youth-friendly services
in the three focal areas;
1.3 The availability of
comprehensive services
for marginalized youth
in the three focal areas
in targeted localities.
1.1 Mapping of current as well as
enhanced/new models, in the
three focal areas, used by
Government Ministry (GM);
1.2 Identification/formation and
documentation of functional
strategic multi-sector
collaborations;
1.3 Mapping of the availability of
comprehensive services in the
three focal areas throughout the
program period.
1 E.g., possessing a primary education or less, without diplomas or marketable skills;
experiencing a strong sense of alienation; are out-of school/out-of-work and/or are ex-
detainees or detainees with 6 months or less away from release; and/or are vulnerable to
extremism.

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OUTCOME 2 Government
Ministry units
with increased
capacity to
support
expanded
programming
for
marginalized
youth in the
areas of life
skills,
employment,
and
entrepreneurs
hip.
2.1 # of GM civil servants
with increased
competencies in
effective programming
for marginalized youth
in the areas of life skills,
employment, and
entrepreneurship, as
well as communication
and engagement skills
for effective dialoguing
with youth;
2.2 # of GM units
supporting expanded
programming in the
areas of life,
employability, and
entrepreneurship skills;
and elected officials
who engage in
constructive dialogue
with vulnerable youth
and respond to their
concerns on an ongoing
basis;
2.1 Training/coaching of GM Master
Trainer staff in effective models in the
three focal areas;
Library of best practice publications
and tool kits in the three focal areas;
Provision of short courses and/or
workshops in the following areas:
 How to assess the needs of
vulnerable youth in order to
provide optimum youth-friendly
services in the three focal areas;
 How to work with difficult young
people and communicate and
engage them;
 How to plan effective youth-
friendly services;
 How to manage effective youth-
friendly service delivery;
 How to measure performance
and demonstrate impact of youth
friendly programs;
 How to develop multi-sector
strategic collaborations for
sustainable youth-friendly
service delivery;
Formation of GM civil servant peer
support groups including to the
extent possible, the use of interactive
web sites, blogs, etc.;
Field exchanges with peers in other
localities;
On-site short-term customized
capacity-building assistance;
Help desk as the focal point for
technical assistance by email and/or
by phone, and for arranging for on-
site coaching, training, and follow up.
2.2 Periodic service provision surveys
of GM units;
2.3 Tracking/documenting of GM civil
servants and elected officials
interaction with vulnerable youth;

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and elected official who
view youth workforce
development training
as contributing to
enabling them to create
a more positive
environment for
marginalized youth
within their
jurisdictions.
2.4 Periodic administration of
satisfaction surveys of GM civil
servants and elected officials.
OUTCOME 3 NGO service
providers in
selected
localities
strengthened
to meet
minimum
standards for
effective
positive youth
development
programming
3.1 # of NGOs served by the
Lead Implementing
Organization’s
Livelihood Skills
Capacity Building
Program showing
expanded capacity to
deliver positive youth
development services;
3.2 # of youth development
professionals with
expanded competencies
in how to deliver youth-
friendly services.
3.1 Base lining and post assessment of
NGOs served by the Lead
Implementing Organization’s
Livelihood Skills Capacity Building
Program to determine
improvements in capacity to
deliver positive youth
development services.
3.2 Training and coaching of NGO service
provider Master Trainer staff in
effective models of positive youth
development;
Access to a library of best practice
publications and tool kits in
positive youth development;
Provision of short courses and/or
workshops in the following areas:
 How to assess the needs of
vulnerable youth in order to
provide optimum youth-
friendly services;
 How to work with difficult
youth people and
communicate and engage
them;
 How to plan effective youth-
friendly services;
 How to manage effective
youth-friendly service
delivery;
 How to measure performance
and demonstrate impact of
youth friendly programs;
 How to develop multi-sector
strategic collaborations for
sustainable youth-friendly
service delivery;

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Formation of NGO peer support
groups, and to the extent possible,
the use of interactive web sites.
blogs, etc.;
Field exchanges with peers in
other localities;
Help desk as the focal point for
technical assistance by email
and/or by phone, and for
arranging for on-site coaching,
training, and follow up.
OUTCOME 4 Targeted
youth in
selected
localities have
expanded
options for
gainful
employment
through the
acquisition of
market-driven
life skills,
employment,
and
entrepreneurs
hip training.
4.1 # of targeted youth
enrolled in the LIO;
4.2 # of Livelihood Skills
Development Program
participants showing
statistically significant
improvements in the 12
domains2 of a Life and
Employability Skills
Program at entry and
completion;
completing the
Livelihood Skills
Development Program;
4.1 Outreach to and recruitment of
targeted youth in relevant ways;
Provision of job readiness testing,
psycho-social counseling, literacy
and numeracy testing,
certification of grade level
achievement, and career
guidance/job planning;
Training in the following areas:
 Life and employability skills
in selected topics related to:
 Personal competencies;
 Problem solvingand
managing conflict;
 Healthy behaviors;
 Effective work habits.
 A European language;
 Workplace computer skills;
4.2 Pre-, post, and ex post testing of
concept acquisition and attitudinal
changes;
4.3 Case management and tracking of
progress of targeted youth in the
Livelihood Skills Development
Program;
2 E.g., communications/ interpersonal skills, cooperation/teamwork, self -confidence, creative
thinking, critical thinking, empathy, responsibility, respect for self and others, managing strong
emotions, decision-making, contribution, and conflict management.

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Development Program
participants who
continue their
education and training
after completing the life
skills program;
Development Program
participants employed
after completing their
current internships;
trained in
entrepreneurship;
4.7 # of income generating
enterprises established
by Program
completers;
Development Program
participants who would
recommend the
Program to their peers;
Development Program
participants who report that
theprogram has improved
their lives and increased their
optimism for thefuture.
Program;
Program;
4.6 Entrepreneurship training in:
 How to create a business;
 Exploring the market;
 Determining financial risks
and goals;
 Developing something to sell;
 Researching the market;
 Preparing a business plan;
 Making the sale;
 Reaching potential customers;
 Managing a business;
 Managing finances;
 Obtaining/developing a
competent workforce;
 Financing a business;
 Planning for the unexpected;
 Expanding a business.
4.7 Linkages to financing from local
financial sources; and
Coaching/follow up and tracking
of young entrepreneurs;
4.8 Periodic surveys of Livelihood
Skills Development Program
participants;
4.9 Periodic surveys of Livelihood
participants.

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Program Description
Introduction. As a part of the LIO, the Lead Implementing Organization (LIO) is
committed to helping create a more enabling environment by working with the
Government Ministry (GM) to help strengthen the capacity of certain staff, for
example, of its Training Unit (where functional) and other relevant staff, local
elected government officials, and designated staff from various local NGOs in the
provision of youth-friendly services to vulnerable youth in agreed upon targeted
localities.
In the following sections of the Program Description, the LIO will specify how it
expects to create such an enabling environment. In explaining the various activities,
the Program Description will respect the same order as the forgoing LIO Results
Logic Model as it provides more information regarding the programmatic approach
that will be used by to achieve its long-term IMPACT, OUTCOMES, their attendant
Indicators, and the Activities that will be undertaken to achieve them.
OUTCOME 1: Improved models of life skills, and employment and
entrepreneurship training programs.
Indicator 1.1: # of enhanced models related to positive youth
development in the three focal areas of life skills, employment, and
entrepreneurship training.
Activity for Indicator 1.1: The LIO’s LIO will conduct a mapping
exercise of the current models in the three focal areas being
employed by the GM as a base line. This task will be completed in
two ways: (a) through interviews with key staff; and subsequently
if available, (b) the review of any model that has been written up.
In addition to base lining current model usage by the GM, the LIO
will track the incorporation of enhanced/new models by the GM
units on a periodic basis.
Indicator 1.2: # of functional strategic multi-sector collaborations
involving the public and NGO sectors, and to the extent possible, the
private sector, supporting the delivery of effective youth-friendly
services in the three focal areas.
Activity for Indicator 1.2: The LIO will identify all present multi-
sector collaborations between the GM, NGOs, employers, including
providing information on who the partners are in the
collaboration, documentation spelling the nature of the

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collaboration (e.g., MOUs, Letters of Agreement, etc.), and the
categorization of the contribution of each partner, for example.
In lieu of any functional collaboration in certain areas, the LIO’s
LIO will assist in the formation of such collaborations and track
and document its efforts.
Indicator 1.3: The availability of comprehensive services for
marginalized youth in the three focal areas in targeted localities.
Activity for Indicator 1.3: An important base line task of the
LIO’s LIO is to map the availability—or lack—of services in the
three focal areas for marginalized youth in agreed upon localities.
The information to be gathered, for example, will include contact, a
brief description of services provided, number of participants,
number of completers, etc. The LIO will also track and document
the expansion of services in the three focal areas within specific
localities throughout the entire program period.
OUTCOME 2 GM units with increased capacity to support expanded
programming for marginalized youth in the areas of life skills,
employment, and entrepreneurship.
Indicator 2.1 # of GM civil servants with increased competencies in
effective programming for marginalized youth in the areas of life
skills, employment, and entrepreneurship, as well as communication
and engagement skills for effective dialoguing with youth;
Activities for Indicator 2.1: are comprehensive in scope and
include the following:
a. The Training of Master Trainers and Other Relevant Staff.
In coordination with the GM, the LIO will work to address the
specific needs of master trainers in the GM’s Training Unit
(TU)—where functional—and other relevant professional
youth development staff to improve their training and
management skills and knowledge of best practices in youth-
friendly service delivery in the three focal areas.
A key long-term result for this training will be the ability of GM
staff to carry on quality training in and the management of
youth-friendly service delivery in the three focal areas
following the conclusion of the LIO’s LIO.
b. Library of Best Practice Publications. As a part of its training
and ongoing follow-up of master trainers and other relevant

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staff, the LIO will provide the GM relevant training and
reference materials/toolkits in topics related to the three focal
areas, as well as those described in subsection c. below. Other
pertinent content may be provided as the need arises.
c. Provision of short courses. The LIO will provide executive-
style courses specifically tailored for the staff of the GM on how
best practices in service delivery in the three focal areas as well
as selected topics in management training, for example:
 How to assess the needs of vulnerable youth in order to
provide optimum youth-friendly services in the three focal
areas;
 How to work with difficult young people and communicate
and engage them;
 How to plan effective youth-friendly services;
 How to manage effective youth-friendly service delivery;
 How to measure performance and demonstrate impact of
youth friendly programs; and
 How to develop multi-sector strategic collaborations for
sustainable youth-friendly service delivery.
d. Formation of GM Peer Support Groups. Parallel to the
offering of short-term courses will be the organization of peer
support groups of GM staff. Through face-to-face learning
exchanges and the use of websites, blogs, etc.—to the extent
possible—participants could interact with one another to
share experiences and insights in applying the concepts gained
through the courses and applying them in their work.
The key result of this activity is to develop an interactive
community of practitioners within the GM who are ever
learning and sharing what works with one another.
e. Field Exchanges. The LIO would invite GM staff to apply for
scholarships to participate in field exchanges with peers in
other localities dealing with similar responsibilities.
Participants would be expected to write up case studies
documenting findings, best practices, and lessons learned.

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f. Customized Capacity Building Assistance. Some GM facilities
in targeted localities may need short- or long- term customized
capacity-building assistance to remediate specific
organizational/service delivery challenges. The LIO will
provide the assistance directly on-site through its own stable
of organizational specialists or manage the process using other
specialty consultants as may be required.
g. Help Desk. An important activity of the LIO will be the
establishment of a “help desk” feature within the GM. Staffing
of the “help desk” will be finalized through consultations with
GM.
GM staff from anywhere in the country will be able to contact
the personnel of the “help desk” by email or by phone for
assistance on any capacity building topic and for arranging for
on-site coaching, training, and follow up.
Indicator 2.2: # of GM units supporting expanded programming in
the areas of life, employability, and entrepreneurship skills.
Activity for Indicator 2.2: An essential task to be conduced by
The LIO is the periodic surveying and tracking of the GM Units in
terms of the extent of their actual support of expanded
programming in the three focal areas.
The LIO will track the changes in the level of support offered by
GM Units through on-site: (a) administration of an assessment tool
such as The Framework for Effective Programming or Service
Delivery Assessment Form; (b) semi-structured interviews of key
GM program implementation staff; and (c) direct observation.
The approach outlined above will enable the LIO to further
tailor/fine-tune its technical assistance efforts to ensure better
internalization of best practices within each unit to the extent
possible.
Indicator 2.3: # of GM civil servants and select elected officials who
engage in constructive dialogue with vulnerable youth and respond
to their concerns on an ongoing basis.
Activity for Indicator 2.3: As a part of its training outlined in 2.1.
c. above, The LIO will jointly develop in close coordination with
GM staff a tracking tool to log summaries of the interactions of GM
staff—as well as elected officials where relevant—with targeted
youth.

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Agendas of topics covered, attendance sheets, and reports on the
key points covered, actions to be taken, and follow up may also be
included in the log portfolio, as well as any media coverage noted.
Where possible, LIO staff may also be present to record their
impressions and findings.
Through this approach, LIO staff will be able to fine-tune its
technical assistance to MNSF staff and elected officials on how best
to dialogue and interact with vulnerable youth in ways that are
productive.
Indicator 2.4: # of GM civil servants and elected officials who view
LIO training as contributing to enabling them to create a more
positive environment for marginalized youth within their
jurisdictions.
Activity for Indicator 2.4: The LIO will administer on a periodic
basis satisfaction surveys of GM civil servants and elected officials
regarding the level of their satisfaction toward the LIO’s technical
assistance in terms of helping them create a more positive
environment for marginalized youth.
Aspects of satisfaction to be assessed include for example the:
 The level of satisfaction with the LIO in helping the GM staff
and/or elected officials to have a better understanding of how
best to interact with youth;
 The level of satisfaction with the LIO in assisting GM staff and
elected officials to create a more positive environment for
youth in target neighborhoods;
 The level of satisfaction with the LIO in helping the GM to
provide better opportunities for targeted youth to get a job or
start an enterprise; and
 The level of satisfaction with the LIO in helping the GM and
elected officials to advocate for the goals and needs of
vulnerable youth.
This activity will help ensure that there is a close alignment
between the LIO’s technical approach and the GM’s expectations.

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OUTCOME 3: NGO service providers in selected localities strengthened to
meet minimum standards for effective positive youth
development programming.
Indicator 3.1: # of NGOs served by the LIO’s Livelihood Skills
Development Program showing expanded capacity to deliver
positive youth development services.
Activity for Indicator 3.1: The LIO will employ an NGO
assessment tool tailored for use in country to determine the level
of capacity of NGOs in its network to deliver youth friendly
services.
The assessment tool will be administered as a base line serving as
diagnostic tool in order to prepare a mutually agreed upon plan of
action for improvement. It will then be administered thereafter
periodically to determine progress in making the necessary
changes to enhance service delivery.
Indicator 3.2: # of youth development professionals with expanded
competencies in how to deliver youth-friendly services.
Activities for Indicator 3.2: include the following:
a. Training of Master Trainers and Other Relevant Staff of
NGO Service Providers. As with the GM, the LIO will work to
improve within its network of NGO service providers a group
of professional youth development staff their training and
management skills and knowledge of best practices in youth-
friendly service delivery in the three focal areas. This training,
where feasible, may conducted with GM staff
A key long-term result for this training will be the ability of
NGO service provider staff to carry on quality training in and
the management of youth-friendly service delivery following
the conclusion of the LIO’s Livelihood Skills Development
Program.
b. Library of Best Practice Publications. As a part of its training
and ongoing follow-up of selected NGO staff, the LIO will
provide relevant training and reference materials/toolkits in
topics related to life and employability skills for youth, as well
as those described in subsection c. below. Other pertinent
content may be provided as the need arises.

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c. Provision of short courses. As with the GM, the LIO will
provide executive- style courses specifically tailored for the
staff of NGO service providers on how best practices in service
delivery in Life and Employability Skills training for youth, as
well as selected topics in management training, for example:
 How to assess the needs of vulnerable youth in order to
provide optimum youth-friendly services in life and
employability skills;
 How to work with difficult young people and communicate
and engage them;
 How to plan effective youth-friendly services;
 How to manage effective youth-friendly service delivery;
 How to measure performance and demonstrate impact of
youth friendly programs; and
 How to develop multi-sector strategic collaborations for
sustainable youth-friendly service delivery.
d. Formation of NGO Peer Support Groups. Parallel to the
offering of short-term courses will be the organization of peer
support groups made up of the LIO’s NGO partner staff. To
promote cross-fertilization of learnings and collaboration
through a common agenda, peer support groups of NGO
partner staff will be encouraged to interact with their
counterparts in the GM as appropriate.
Through face-to-face learning exchanges and the use of
websites, blogs, etc.—to the extent possible—participants in
both groups could interact with one another from time to time
to share experiences and insights in applying the concepts
gained through the courses and applying them in their work.
The key result here is to develop a larger interactive
community of youth development practitioners who are ever
learning and sharing what works with one another.
e. Field Exchanges. As above with the GM staff, the LIO would
invite NGO staff to apply for scholarships to participate in field
exchanges with peers in other localities dealing with similar
responsibilities. Participants would be expected to write up

15
case studies documenting findings, best practices, and lessons
learned.
f. Customized Capacity Building Assistance. Some NGO service
providers in targeted localities may need short- or long- term
customized capacity-building assistance to remediate specific
organizational/service delivery challenges. The LIO will
provide the assistance directly on-site through its own stable
of organizational specialists or manage the process using other
specialty consultants as may be required.
g. Help Desk. An important activity of the LIO will to arrange for
NGO service providers to have access to the proposed “help
desk” feature within the GM. If it can be arranged, NGO service
provider staff will be able to contact the personnel of the “help
desk” by email or by phone for assistance on any capacity
building topic and for arranging for on-site coaching, training,
and follow up.
In lieu of being able to turn the arrangement described above
into reality, the LIO may elect to establish a nucleus within a
particular NGO or as a shared responsibility among the
network of NGOs to continue “help desk” functions beyond the
life of the LIO program period.
OUTCOME 4 Targeted youth in selected localities have expanded options for
gainful employment through the acquisition of market-driven
life skills, employment, and entrepreneurship training.
Indicator 4.1: # of targeted youth enrolled in the LIO’s Livelihood
Skills Development Program.
Activities for Indicator 4.1 that the LIO’s Livelihood Skills
Development Program will offer are designed to be sufficiently
comprehensive to ensure that targeted youth participating in the
program can obtain the requisite marketable livelihoods skills
necessary for them to take their place in the local marketplace as
productive citizens. They include the following, beyond the usual
standard enrollment/registration protocols and the tracking of
participation and completion rates:
a. Outreach and Recruitment. Many potential participants
meeting the requisite social/demographic eligibility criteria
are already participating in some form in GM sponsored
livelihood trainings and internships. These young people will
form a significant part of the cohort of targeted youth.

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In addition, the LIO’s Livelihood Skills Development Program
may engage and recruit other potential youth living under-
served areas meeting eligibility criteria in ways that are
culturally relevant for them, taking into account special
considerations for those who may be difficult to reach and
their literacy levels. This may include:
 The distribution of flyers and posters at venues where they
congregate;
 The use of peer and/or caring adult street workers who
could engage young people in face-to-face conversations
about turning their hopes for the future into reality through
livelihood skills training; and finally
 Public service spots and announcements via media outlets
favored by the targeted youth could be other mechanisms
in which to get to word out about the LIO’s Livelihood Skills
Development Program to targeted youth.
Provision will be made for enrolling both literate and semi-
literate candidates.
b. Readiness Assessments. At the onset of the LIO’s Livelihood
Skills Development Training period, particularly for very
vulnerable participants (i.e., detainees, those with a primary
education or less, for example), a job readiness assessment will
be conducted of each participant to ascertain their level of
motivation and aptitude for participating in the Livelihood
It may also be necessary to provide some potential participants
with psycho-social assessment and counseling services by
professionals to begin to address any potential long-term
trauma that may inhibit their level of engagement in any of the
skills development trainings. This service will continue as long
as deemed necessary by professionals and referrals will be
made for more serious cases.
Literacy and numeracy testing as well as certification of grade
level achievement will be conducted with each enrollee to
determine if they have adequate levels needed to participate in
the livelihood skills training program. If potential participants
lack such skills, they will be offered an enrichment and leveling
program.

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Individualized guidance will be given to each participant to
help her/him determine the level of achievement they may
wish to pursue. For example, the educational level (e.g.,
elementary, or beyond) or what occupation they may want to
pursue either as an employee or an entrepreneur and the
specific trainings and competencies needed to be mastered,
length of time, etc. to become qualified will discussed and
agreed upon by the participant.
A written plan for each participant will then be developed for
tracking purposes. All of the above assessments will be tracked
within an individual case management tracking system.
c. Mix of Livelihood Skills Training to Be Offered. Trainings
will be offered by the LIO’s Livelihood Skills Development
Program in the following areas:
 Life and employability skills training is the basis for other
training elements of the LIO’s approach since these
foundational skills enable young people to become better
employees, to work in teams and to undertake and manage
tasks, and to develop critical thinking skills necessary to
become entrepreneurs if they so desire. The topics to be
included in the LES curriculum include the following:
 Personal competencies, such as managing strong
emotions, responsibility, listening, positive attitude,
personal values, hygiene, developing confidence,
respecting others, asking questions effectively, dealing
with criticism, refusal skills, responding to stressful
situations and stress management, for example;
 Problem solving, including managing conflict and
reducing intimidation and bullying;
 Healthy behaviors, such as health lifestyle, positive
mental health, reproductive health, STDs and HIV
avoidance; substance abuse, and gender-based violence
and sexual abuse;
 Effective work habits, such as interviewing, how to be a
good employee, workplace protocols, teamwork, money
management, time management, workers and
employers rights, respecting authority, job performance
evaluation, among other topics for example.

18
 European language for the workplace,
 Workplace computer skills, focusing on the following
technology essentials:
 Databases;
 Desktop publishing;
 Graphics;
 Multimedia;
 Operating systems;
 Programming;
 Spreadsheets;
 Telecommunications; and
 Word processing, among other topics.
All participants in the Livelihood Skills Development Program
will be required to take the Life and Employability Skills
training but may elect to take workplace European Language
and/or computer skills.
Recreational, sports, and social activities may be offered to all
participants to create a sense of belonging and group
integration, enhance socialization skills, build self-esteem, and
just have some fun and recreation.
Indicator 4.2: # of Livelihood Skills Development Program
participants showing statistically significant improvements in
the 12 domains3 of a Life and Employability Skills Program at
entry and completion.
Activity for Indicator 4.2: An important task will be the
measurement of knowledge gains, skills acquisition and usage,
and attitudinal changes due to participation in the Life and
Employability Skills Development Program.
LIO will use several approaches to measure change:
(1) Pre-, post, and ex-post testing of concept acquisition and
attitudinal changes using questionnaires;
3 E.g., communications/ interpersonal skills, cooperation/teamwork, self -confidence, creative
thinking, critical thinking, empathy, responsibility, respect for self and others, managing strong
emotions, decision-making, contribution, and conflict management.

19
(2) Semi-structured interviews with adult facilitators
delivering the LES content; and
(3) Direct observation of youth in their venues.
Based on experience offered in other countries in the region, it
is anticipated that LIO’s Livelihood Skills Development
Program participants will show statistically significant
improvements in the 12 domains of a Life and Employability
Skills Program between entry and completion of the Program.
Indicator 4.3: # of targeted youth completing the LIO Program.
Activity for Indicator 4.3: The number of young people
completing the Livelihood Skills Development Program, the
LIO will, of course, be tracked through LIO’s case management
and tracking system.
As a part of its continuous commitment to improvement, LIO
will interview each person who may elect to discontinue their
participation in the program to determine and track the
reasons why and to identify any potential factors within LIO’s
sphere that may need to be addressed.
participants who continue their education and training after
completing the Life and Employability Skills Program.
participants employed after completing their current
internships.
Activity for Indicators 4.4 and 4.5: As a part of and extension
of its case management and tracking system, the LIO will
follow and track its participants as they elect to further their
education and training after completing the PTS Life and
Employability Skills Training Program.
The LIO will also follow and track Program completers who
obtain employment after they finish their current internships.
Tracking of the furtherance of education and training and
employment status of program completers will continue for up
to 12 months after the completion of the Life and
Employability Skills Development Program.

20
Indicator 4.6: # of targeted youth trained in entrepreneurship.
Activity for Indicator 4.6: In order to empower those
targeted youth to earn a sustainable income through self-
employment and provide jobs for other youth and adults, the
LIO will offer entrepreneurship training.
The LIO anticipates that the number of targeted young people
who elect to be trained in entrepreneurship will be somewhat
limited. Based on its experience in other countries within the
region and beyond and given present business start up and
expansion challenges in country, it is likely that perhaps only
one to two percent of the targeted youth may decide to start
their own business.
To help the targeted youth gain the requisite entrepreneurial
competencies that are market-driven, the Livelihood Skills
Development Program will offer in close coordination with
local organizations its state-of-the art entrepreneurship
curriculum that has been co-designed and developed with
support from the Major IT Corporation.
Training will cover the following core topics, among others:
 How to create a business;
 Exploring the market;
 Determining financial risks and goals;
 Developing something to sell;
 Researching the market;
 Preparing a business plan;
 Making the sale;
 Reaching potential customers;
 Managing a business;
 Managing finances;
 Obtaining/developing a competent workforce;
 Financing a business;
 Planning for the unexpected; and
 Expanding a business.
Indicator 4.7: # of income generating enterprises established by
Livelihood Skills Development Program completers.
Activity for Indicator 4.7: As a part of its case management
and tracking system and technical assistance and follow up
with LIO’s Entrepreneurship Program completers, the LIO will

21
link them to local financing institutions and track the progress
of their enterprises over a 12 month period.
To the extent possible, the LIO will also track the number of
individuals—especially peers—who are hired by the young
entrepreneurs.
participants who would recommend the program to their peers.
participants who report that this Program has improved their
lives and increased their optimism for the future.
Activity for Indicators 4.8 and 4.9: Integrated into its pre-,
post, and ex-post testing outlined in the Activity section for
Indicator 4.2, the LIO will include sections measuring the
changes the Livelihood Skills Development Program has had on
participants in terms of the degree of their satisfaction with the
Program and their optimism for the future.
In keeping with its commitment to excellence, this will
generate data that will help the LIO’s Livelihood Skills
Development Program, the GM and the network of partner
NGOs to ensure that all parties are offering services that are
youth-friendly and the best they can be in meeting the positive
developmental needs of the targeted youth.
The overarching principle guiding the proposed approach of the LIO’s Livelihood
Skills Development Program outlined above will be that all technical assistance in
capacity building provided to the GM as well as the network of partner NGO service
providers would be flexible enough (1) to allow for incorporating individual staff
and organizational needs, as well as (2) to be able to address challenges and
unanticipated needs quickly and effectively that may arise throughout the program
period.
Feel free to share your thoughts and reactions to the above posting by contacting
me:
Email: jackboyson@yahoo.com
Home Office Phone: (1) 410 235 0201
Cell Phone: (1) 443 562 1512
In my next posting, I will share a more complex and detailed Results Logic Model
that will include a more detailed monitoring and evaluation plan.

Using the Results Logic Model as a Tool

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