Logic Model Training

MD GOVERNOR’S GRANTS OFFICE MD GOVERNOR’S GRANTS OFFICE PRESENTSPRESENTS

LOGIC MODELS training LOGIC MODELS training With With

Linda Koser, Community Foundation of Harford Linda Koser, Community Foundation of Harford County, Maryland County, Maryland

Martin O’Malley Anthony G. BrownMartin O’Malley Anthony G. Brown Governor Lt. GovernorGovernor Lt. Governor

Eric Brenner, DirectorEric Brenner, DirectorGovernor’s Grants Office Governor’s Grants Office

21 State Circle, Annapolis, MD 2140121 State Circle, Annapolis, MD 21401410-974-5090410-974-5090

[email protected] [email protected] June 15, 2007June 15, 2007

LOGIC MODELS

Limerick to a Logic Model

A model I wanted to beBut the runway was not for me

So logic I triedAnd to my surprise

It fit me to a T

What is a Logic Model?What is a Logic Model?

A logic model is a systematic and visual way to present and share your understanding of the relationships among the resources you have to operate your program, the activities you plan to do, and the changes or results you hope to achieve.W.K. Kellogg Foundation Logic Model Development Guide

THE WHY OF LOGIC THE WHY OF LOGIC MODELSMODELS

A simple, common sense A simple, common sense picture of a programpicture of a program

A way to show a series of if-A way to show a series of if-then relationshipsthen relationships

show what the program is to show what the program is to accomplishaccomplish–Resources to be investedResources to be invested–Activities to take placeActivities to take place–Benefits or resultsBenefits or resultsKey element for program planning, Key element for program planning, management, evaluation, and management, evaluation, and reporting reporting A way of thinkingA way of thinking

Through a flow chart, shows a Through a flow chart, shows a chain of events linking what we chain of events linking what we start with (raw inputs) through start with (raw inputs) through desired resultsdesired resultsIn a linear fashion, helps to “detail” In a linear fashion, helps to “detail” general goalsgeneral goalsSummarizes the main elements of Summarizes the main elements of a programa programShows the difference between Shows the difference between activities and outcomesactivities and outcomesShows what to evaluateShows what to evaluate

A picture is worth 1,000 A picture is worth 1,000 words, so let’s draw a picturewords, so let’s draw a picture

Inputs Outputs Outcomes / Impacts

What is invested

What is done

What results

Core of a logic model

Activities

What is produced

Inputs - Resources dedicated to or consumed by the program that are available to be used in order that a program can do its work. Inputs may include constraints on the program such as laws, regulations, and requirements (a one year grant).

Inputs, sometimes called resources, can include: staff

volunteersmoneyfacilities, equipmentsupplies, other organizational

and community resources

Activities – What the program does with the resources it has at its disposal in order to carry out the program. Activities are processes, actions, techniques and events that are a part of the program implementation. By undertaking these activities, presumably changes or results are brought about. Developing curriculum or feeding the homeless are activities.

Outputs – Direct products of program activities. Outputs usually have a number associated with them and measure the volume of work accomplished. Examples would be the number of clients served, the number of volunteers trained, the number of classes held.


What is invested

What is done

What results

Activities

Who we reach

Note: Some logic models will Note: Some logic models will define outputs as what is done define outputs as what is done (activities) and who is reached (activities) and who is reached (participants). In such cases, (participants). In such cases, outputs are shown as below.outputs are shown as below.

Participation

Very often the words Very often the words outcomeoutcome and and impact impact are are used interchangeably. By-in-used interchangeably. By-in-large, that’s what we will do large, that’s what we will do today. For the curious, today. For the curious, however, we can broadly however, we can broadly distinguish between the two distinguish between the two terms as follows:terms as follows:

Outcomes – Changes or benefits for individuals, groups, organizations expressed as changes in behavior, knowledge, skills, status,attitudes, level of functioning, etc.

Outcomes are what participants know, think, or can do.

Outcomes answer the very important Outcomes answer the very important question, “So What?”question, “So What?”

Impact – The ultimate resultultimate result, , the the long-term outcomelong-term outcome. It is a . It is a program’s program’s long-term goallong-term goal.. Impact is theImpact is the fundamental intended (or unintended) change occurring in organizations, communities, or systems as a result of program activities. According to the Kellogg Foundation, impacts occur within 7 – 10 years, often well beyond the scope of a grant program.

Outcomes are often divided into

•short-term (learning) - awareness, knowledge, attitudes, skills, opinions, aspirations, and motivations;•mid-term (action) - behavior, practice, decision-making, policies, and social action); and•long-term (conditions) – social economic, civic, and environmental aka impact

Each outcome along the 3 stage continuum is more complex, and outcomes may take years to achieve.

The more “complex” the outcome, the longer achievement may take, the more outside influences, and the less control and influence the program will have.

You may be used to writing outcome You may be used to writing outcome objectives for grant proposals. Outcome objectives for grant proposals. Outcome objectives in grant proposals tend to be more objectives in grant proposals tend to be more descriptive and specific than those written in descriptive and specific than those written in the logic models. the logic models.

Outcome objectiveOutcome objective: 45% of the 50 youth : 45% of the 50 youth participating in the tutoring program will participating in the tutoring program will improve their reading skills by the end of the improve their reading skills by the end of the program. program.

OutcomeOutcome: youth improve reading skills: youth improve reading skills

A quick summary:

Inputs - What we use

Activities – What we do

Outputs – The amount we do (produce)

Outcomes – What difference we make

• learning,

• actions, or

• conditions

Inputs Outputs Outcomes / ImpactsActivities

Re-sources are needed to operate a program

If you have access to them, then you can use them to accomp-lish your planned activities

If you accomplish your planned activities, then you hopefully will deliver the amount of product and/or services you intended

If you accomplish your planned activities to the extent intended, then participants will benefit in certain ways. If these benefits are achieved, then certain changes to organizations, communities, or systems might be expected to occur.

How to Read a Logic Model:

U of Wisconsin ExtensionU of Wisconsin Extension

LOGIC MODEL for a HEADACHELOGIC MODEL for a HEADACHE

Situation: Your head is pounding like a steel drum.

Pills and water Take Pills Feel Better

Resources Actions Results

LOGIC MODEL for a PARENTLOGIC MODEL for a PARENT

Situation: While shopping with her health conscious parent, a toddler begins crying and begging for every sweet in the grocery store.

healthful distraction for child

Give child juice box

Child is happy; parent headache is averted


LOGIC MODEL for a TRIPLOGIC MODEL for a TRIP Situation: Planning a vacation

Flight schedule

Money

Annual leave

Submit leave request

Book a flight

Arrange for hotel

Rent a car

Continued good will among co- workers

Nervous breakdown averted

Resources Activities OutcomesOutputs

Signed leave slip

Airline tickets

Hotel Re-servation

Car rental confirma-tion

LOGIC MODEL for an EMPLOYEELOGIC MODEL for an EMPLOYEE

Situation: Attending logic model training

Friend

Car

Notepad and pencil

Pick up friend for moral support

Drive to training

Listen attentively

Participate in exercises

Understand logic model concept

Practice examples with friend on way home

Include stunning logic model in next grant proposal

Inputs Activities OutcomesOutputs

3 exercises completed

Volunteer twice

5 ques-tions answered


What are these boxes and what do they show?

• Logical relationships between the program’s resources, the activities undertaken, and the anticipated changes or benefits all represented in graphic form.

• Logical sequence of actions and events believed to bring about results over a period of time.

• Logical reasoning linking investments to results.

• Logical way of showing connection of inter-dependent parts that make up the whole.

Activities

A hint for “building” a logic A hint for “building” a logic model: as you are model: as you are constructing a logic model, constructing a logic model, complete each statement complete each statement for inputs, activities, for inputs, activities, outputs and outcomes outputs and outcomes found on the next slide.found on the next slide.

In order to accom-plish our set of activities, we will need the following resources:

In order to address our problem, we will need to conduct the following activities:

We expect if com-pleted or ongoing, these activities will lead to the following changes in 1-3, 4-6 years, and 7 – 10 years:

Inputs Activities Outcomes/ImpactOutputs

We expect once completed or underway, these activities will produce the following evidence of service delivery:

Inputs Outputs Outcomes/ImpactsActivities

A quick review of definitions:

Inputs are the resources dedicated or used by the program such as money, staff, volunteers, facilities, equipment, and supplies.

Activities are what the program does with the inputs, in other words, the strategies and techniques that make up the program’s service methodology. Examples for a homeless program might include sheltering, feeding, training, and counseling homeless persons. It is hoped that by undertaking activities, changes or results will be brought about.

Outputs are the direct product of program activities, usually measured by number.

OutcomesOutcomes are changes or benefits for participants, are changes or benefits for participants, whether individuals, groups, organizations, or whether individuals, groups, organizations, or communities. Outcomes may be expressed as communities. Outcomes may be expressed as changes in behavior, knowledge, skills, or level of changes in behavior, knowledge, skills, or level of functioning. Outcomes answer the very important functioning. Outcomes answer the very important question, “So What?”.question, “So What?”.

And if you care to distinguish,And if you care to distinguish,

ImpactImpact is the ultimate result, the long-term outcome. is the ultimate result, the long-term outcome. It is a program’s long-term goal.It is a program’s long-term goal. Impact is a change Impact is a change in organizations, communities, or systems resulting in organizations, communities, or systems resulting from program activities.from program activities.

The GameThe Game

NAME THAT NAME THAT LOGIC MODEL LOGIC MODEL COMPONENTCOMPONENT

Try your hand at Try your hand at identifying the following identifying the following Logic Model components Logic Model components

for an Employment for an Employment Program for Displaced Program for Displaced

Workers Aged 55 and OlderWorkers Aged 55 and Older

Participants increase skill in conducting Participants increase skill in conducting job interviewsjob interviews– OutcomeOutcome

InstructorsInstructors– InputInput

Workshop on dressing for success is heldWorkshop on dressing for success is held– ActivityActivity

45 job interviews were completed45 job interviews were completed– OutputOutput

Changes or benefit such as gain in skills Changes or benefit such as gain in skills are (definition)are (definition)– OutcomesOutcomes

Number of employers participating in the Number of employers participating in the program increases program increases – OutcomeOutcome

Program resources are (definition)Program resources are (definition)– InputsInputs

Decrease in participant fears about not Decrease in participant fears about not obtaining employmentobtaining employment– OutcomeOutcome

25 participants enrolled in program25 participants enrolled in program– OutputOutput

Presentation on resume preparation givenPresentation on resume preparation given– ActivityActivity

Participants remain employed 6 months after Participants remain employed 6 months after completing programcompleting program– OutcomeOutcome

10 volunteers were recruited as job coaches10 volunteers were recruited as job coaches– OutputOutput

Visit to job servicesVisit to job services– ActivityActivity

Direct products of program activities often shown Direct products of program activities often shown as a number are (definition)as a number are (definition)– OutputOutput

ComputersComputers– InputInput

Partner organizationsPartner organizations– InputInput

What the program does with resources (definition)What the program does with resources (definition)– ActivityActivity

Informational interviews are conducted week 4Informational interviews are conducted week 4– ActivityActivity

Mock job interviews heldMock job interviews held– ActivityActivity

DAILY DOUBLEDAILY DOUBLE

Identify the following as an outcome or an impact:Identify the following as an outcome or an impact:

National attitudes of employers toward hiring older National attitudes of employers toward hiring older workers are changedworkers are changed– ImpactImpact

Course curriculaCourse curricula– InputInput

10 half day workshops were held10 half day workshops were held– OutputOutput

Training spaceTraining space– InputInput

Increased skill in conducting and analyzing Increased skill in conducting and analyzing interviews interviews – OutcomeOutcome

Outcomes are often described as short Outcomes are often described as short term, _____, and _____.term, _____, and _____.– Midterm and long term (or impact)Midterm and long term (or impact)

Participants increase skill in preparing resumesParticipants increase skill in preparing resumes– OutcomeOutcome

Foundation grantsFoundation grants– InputInput

Guest lecturer discusses creative job seekingGuest lecturer discusses creative job seeking– ActivityActivity

VolunteersVolunteers– InputInput

What is produced (the product) describes what What is produced (the product) describes what termterm– OutputOutput

LOGIC MODEL OBSERVATIONSLOGIC MODEL OBSERVATIONS

Logic models usually are depicted as a flowchart with boxes and arrows. HOWEVER, logic models may show components and linkages in other ways such as a concept map. They may go top to bottom, bottom to top, or in a circle. Regardless, a logic model should be shown in a single image and in such a way that the end users understand it.

Adding an Adding an Interesting Layer Interesting Layer

of Complexityof Complexity

EVEN SIMPLE LOGIC EVEN SIMPLE LOGIC MODELS GET A LITTLE MODELS GET A LITTLE MORE COMPLICATEDMORE COMPLICATED

The Complete Logic ModelThe Complete Logic Model

PRIORITIES

SITUATIOn

Inputs

What We invest

Activities

What we do

Outcomes / Impacts

Short medium long-term

Staff

Money

Volunteers

Time

Partners

Materials

Conduct

Deliver

Develop

Train

Counsel

# classes

# sessions

# clients

# volunteers

Learning

Awareness

Skills

Knowledge

Attitudes

Opinions

Actions

Behavior

Decision-

Making

Policies

Practice

Conditions

Social

Economic

Civic

Environ-mental

Assumptions External Factors

Outputs

Products of service delivery

SITUATION is The heart of logic model development What the program will address A part of many other factors (sociopolitical, environmental, and economic) If you incorrectly understand the situation and misdiagnose the problem, everything that follows is likely to be wrong.

What is the problem? What is the problem?

Why is this a problem and what causes the Why is this a problem and what causes the problem? problem?

For whom does this problem exist (a group For whom does this problem exist (a group or subgroup, the community, society)? or subgroup, the community, society)?

Who cares whether the problem is solved? Who cares whether the problem is solved?

What do we know about the problem and What do we know about the problem and the people involved? the people involved?

What research and/or experience do we What research and/or experience do we have and what does it tell us?have and what does it tell us?

The State of Euphoria is increasingly concerned about the unhappy work environment for individuals working for it. A study conducted by the Department of Happiness & Rapture (DHR) showed that employees working for the state 10 or more years are twice as likely to lose their sense of wonder and delight as the general population. Across all State of Euphoria departments, only 10% of agencies allow employees to take enjoyment breaks. The DHR study, backed up by National Institute of Happiness data, suggests that a statewide contentment program will save 1,000 lives per year for each year it is in effect.

Model County Tobacco-Free Coalition is increasingly concerned about the unhealthy work environments for county youth. A recent Chamber of Commerce study showed 75% of county youth with part-time and summer jobs work in the service industry, mainly in restaurants where youth workers are exposed to cigarette smoke. Ten percent of the county's restaurants (non-bars) and 75% of fast-food establishments are voluntarily smoke-free. Research suggests that smoking bans and restrictions in public places not only reduce environmental tobacco smoke exposure but also are associated with lower youth smoking rates and delayed onset of smoking Example from U of WIS Extension

• What is the problem? What is the problem?

• What causes the problem What causes the problem (why)? (why)?

• For whom does this For whom does this problem exist (a group or problem exist (a group or subgroup, the community, subgroup, the community, society)? society)?

• Who cares whether the Who cares whether the problem is solved? problem is solved?

* What do we know about * What do we know about the problem and the people the problem and the people involved, what research involved, what research and/or experience do we and/or experience do we have and what does it tell have and what does it tell us?us?

Unless resources are unlimited, setting priorities becomes necessary. Priorities are set once the situation is fully analyzed. Think about

PRIORITY isPRIORITY is

Mission of the agency, Resources,Expertise,Experience,History, and What others are doing in relation to the problem

INPUTS areINPUTS are

The resources and contributions made to the program. Inputs may include time, staff, volunteers, money, materials, equipment, partnerships, and technology among other things. What we have to work with allows the program to create outputs.

ACTIVITIES areACTIVITIES are

Actions we take (what we do). We can conduct meetings, hold events, develop resources, counsel participants, train volunteers, and so forth.

What is done can take the form of activities, services, events, and products.

These efforts must reach people who participate in the program. People may be individuals, groups, agencies, the community, etc.

The accomplishment or product of the activity. Examples might be

50 volunteers recruited;

3 meetings held

7 focus groups conducted

OUTPUTS are

OUTCOMES areOUTCOMES areThe direct results or benefits for individuals, families, groups, communities, organizations, or systems. Typically, described as short term, medium term, or longer-term. Outcomes can be positive (increase) or negative (decrease) or neutral. While we would like them to be intended, they may also be unintended.Examples include changes in knowledge, skill development, changes in behavior, capacities or decision-making, policy development.

IMPACT isIMPACT is

as we are using it in this training refers to the ultimate consequence or effects of the program (the long-term outcome farthest to the right on a logic model). Impact refers to ultimate, longer-term changes in social, economic, civic, or environmental conditions. Examples are increased life expectancy for former smokers, improved air quality in Maryland, etc. In common usage impact and outcomes are often used interchangeably.

ASSUMPTIONS areASSUMPTIONS are

The beliefs we have about the program and the people involved and the way we think the program will work. This is the "theory" that we are able to validate with research and experience. Assumptions underlie and influence the program decisions we make.

AssumptionsAssumptionsAssumptions are principles, beliefs, ideas about:The problem or situation. The resources and staff. The way the program will operate. What the program expects to achieve.The knowledge base. The external environment. The internal environment The participants: how they learn, their behavior, motivations, etc.

AssumptionsAssumptions

In developing a logic model, we want to make explicit all the implicit assumptions we are making. They may not all be portrayed in the one-page graphic, but we do want to explore and discuss them. Often, inaccurate or overlooked assumptions are the basis for failure or less than expected results.

Juice box (healthful distraction)

Give child juice box

Child is happy; adult headache / embarrassment is averted


You are with a toddler in a grocery store when she begins crying and begging for every sweet she sees. Experience says that the child needs to be distracted. So, the logic model shows that first you need to find something that will be healthful such as a juice box. Then, you give the toddler the juice. The end result is that the child is happy and you do not get a headache or feel embarrassed.

Assumptions rooted in the logic model:

It assumes that you can find a juice box.

It assumes that the toddler will want and will drink the juice.

It assumes that the result will be similar to your previous experience when the child has been crying and begging in the grocery store.

It assumes that the distraction of the juice box will last until you leave the store.

The environment in which the program exists that can influence the program's success. External factors include the surroundings in which people live and which influence them, the climate, economic structure, housing patterns, culture, demographic patterns, political environment, background and experiences of program participants, media influence, changing policies and priorities, and so forth.

These external factors may have a major influence on the achievement of outcomes.

EXTERNAL FACTORS areEXTERNAL FACTORS are

External Factors may affect a variety of things including the following:Program implementation Participants and recipients The speed and degree to which change occurs Staffing patterns and resources available.

External factors interact with programs. They not only influence the initiative but are influenced by the initiative. A program does not sit in isolation - somehow "outside" or "apart" from its surrounding environment. A program is affected by and affects these external factors.

External FactorsExternal Factors

External Factors Affecting a External Factors Affecting a Program to Keep Low-Income Program to Keep Low-Income Homeowners in their HomesHomeowners in their Homes

The economyThe economy

The culture of participants regarding accepting The culture of participants regarding accepting assistance (male clients, female staff)assistance (male clients, female staff)

The war in IraqThe war in Iraq

Interest ratesInterest rates

Changes in bank foreclosure policiesChanges in bank foreclosure policies

The The ChallengeChallenge

Challenge yourself to identify whether each of the following 21 phrases is an

InputActivityOutputShort-term/Medium-term outcomeImpact (Long-term [ultimate benefit/Impact] outcome)SituationAssumptionExternal Factor

Answers are at the end of the presentation.

# 1 - A $10,000 corporate contribution

Input Situation

Activity Assumption

Output External Factor

Short-term/Medium-term outcome

Impact (Long-term [ultimate benefit/Impact] outcome)

# 2 – Because of an unusually large amount of inexpensive heroin coming into the area, heroin induced deaths have increased.

Input SituationActivity AssumptionOutput External Factor



# 3 - Within the community, social attitudes change and smoking is viewed unfavorably by 95% of youth ages 10 – 18.




# 4 - Graduates of a training program apply the skills they learned on the job.




# 5 - There is a decrease in traffic accidents at an at-risk intersection.




# 6 - Twenty prenatal classes were taught.




# 7 – Children without a male role model do not form relationships as successfully as children that do.




# 8 - A needs assessment is conducted.




# 9 – A dollar for dollar match




# 10 – Rehabilitation can work.




# 11 – Letters are sent to potential clients.




# 12 – Children’s interest in books increases.




# 13 – The rate of global warming slows.




# 14 – Change in political party winning an election




# 15 – Volunteers




# 16 – Forty counseling sessions were held.




# 17 – Severe head traumas are increasing because children are not wearing helmets while bicycling.




# 18 – After advertising, an executive director is hired.




# 19 – Parents in the parenting program spend more time with their children.




# 20 – Sixty participants were recruited.




# 21 – Parents will value their children more than drugs.




Looking at logic models developed by others may help in developing your own. The following examples of logic models were selected to illustrate the diversity that can be found in the world of logic models.

Focus Areas Inputs Activities Outputs Outcomes

Begin a new dental practice

Executive Director3 FTE Dental StaffDental EquipmentSunflower Foundation grantOther funding

Locate/refurbish dental operatory (due date)Hire dental staff (due date)Purchase and test new equipment (due date)Implement new practice (due date)Report program development results at end of the project (due date)

# of dental operatories# of Dental Staff hired# of patients enrolled in the clinic/year# of patient visits/year

Change in patient attitude about need for dental care90% reduction in the # of children and adults with untreated caries50% increase in medical referrals to dental clinic90% patient satisfaction for 3 years

Dental Program Sunflower Foundation: Health Care for Kansas

For this and more logic model examples from the Sunflower Foundation, go to http://www.sunflowerfoundation.org/html/pdf/07_101_Logic_Model_Examples.doc

To view this logic model online, go to http://www.cyfernet.org/training/jr_logic.pdf

To view this and other logic models, go to http://outreach.msu.edu/CapableCommunities/examples.html (Michigan State University)

http://outreach.msu.edu/CapableCommunities/examples.html

To view this logic model online, go to http://sanctuaries.noaa.gov/education/evaluation/logic.pdf

This logic model may be found online at http://marathon.uwex.edu/ag/documents/IncLogicModelFinal.pdf

For this and other logic model examples from RUSH (Research Utilization Support and Help), go to http://www.researchutilization.org/logicmodel/examples.html

This logic model is part of Documenting Outcomes in Tobacco Control Programs, University of Wisconsin Extension, and is found at http://www.uwex.edu/ces/pdande/evaluation/pdf/tobaccomanual.pdf

Logic Models are helpful in Logic Models are helpful in evaluation. We will briefly evaluation. We will briefly

discuss two key components:discuss two key components:

Asking the right questions andAsking the right questions and

Developing indicators.Developing indicators.

The first step in evaluation is to The first step in evaluation is to develop appropriate questions. Since develop appropriate questions. Since you can’t evaluate everything about you can’t evaluate everything about the program, answering selected the program, answering selected questions well is better than questions well is better than answering a lot of questions poorly. answering a lot of questions poorly. Good questions help us not to let Good questions help us not to let evaluation get out of control so that evaluation get out of control so that too much time is spent collecting data too much time is spent collecting data we will never have time to analyze.we will never have time to analyze.

University of Wisconsin ExtensionUniversity of Wisconsin Extension

Parent Child Abuse and Neglect Education ProgramParent Child Abuse and Neglect Education Program

Another element to consider when Another element to consider when building a logic model is building a logic model is indicatorsindicators. . Indicators are an important part of Indicators are an important part of

evaluation. evaluation. While indicators are associated While indicators are associated

with all parts of a logic model, we with all parts of a logic model, we will focus on will focus on outcome indicatorsoutcome indicators. .

Indicators are items of data tracked to measure how well a program is achieving an outcome. They are linked to the evaluation questions we want answered.

In evaluation we must ask, “What do we want to know?”

Indicators explain how we will know it.

In order to evaluate a program, In order to evaluate a program, we must have at least one we must have at least one indicator for each outcome. indicator for each outcome. The indicator will help those The indicator will help those involved in implementing the involved in implementing the program know whether the program know whether the outcome has been achieved.outcome has been achieved.

An Indicator mustAn Indicator must

Represent the achievement of the Represent the achievement of the outcome and must be a characteristic outcome and must be a characteristic or change that is or change that is measurable and measurable and observableobservable and and

Generally will have a number and Generally will have a number and percent attached to it that percent attached to it that summarizes the level of achievement.summarizes the level of achievement.

Though we will focus on indicators with Though we will focus on indicators with numbers and percentages (quantitative), numbers and percentages (quantitative), know that sometimes indicators will be know that sometimes indicators will be qualitative.qualitative.

In a drug treatment program, an outcome In a drug treatment program, an outcome might be increased self-esteem.might be increased self-esteem.

Indicators might beIndicators might be

1) Number and percent of positive self-1) Number and percent of positive self-esteem statements checked on XYZ test esteem statements checked on XYZ test (quantitative)(quantitative)

2) Self-reported increase in self-esteem 2) Self-reported increase in self-esteem (qualitative)(qualitative)

When developing indicators, ask When developing indicators, ask yourself the following questions:yourself the following questions:

How will I know the outcome has How will I know the outcome has happened?happened?

Can I observe and measure this?Can I observe and measure this?

Does the indicator tell me if the Does the indicator tell me if the outcome has been reached?outcome has been reached?

Outcome: Teachers are knowledgeable about the signs of child abuse.Indicator Ex: Number and % of teachers who can name 3 signs of abuse.

Outcome: The quality of life for disabled veterans increases.Indicator Ex: Number and % of veterans reporting ways their quality of life has improved after completing the program.

Outcome: Binge drinking decreases among teenage youth.

Indicator Ex: Number and percent of teens reporting fewer incidents of binge drinking.

Outcome: Community members sign up to clean up the stream

Indicator Ex: Number of residents on sign up sheets.

Can you identify whether the Can you identify whether the following examples are following examples are indicators or outcomes? The indicators or outcomes? The answers are at the end of the answers are at the end of the presentation.presentation.

Drug treatment programDrug treatment program

Participants stop using illegal drugsParticipants stop using illegal drugs

Number and percent of participants Number and percent of participants who are clean at releasewho are clean at release

Number and percent who have not Number and percent who have not relapsed 6 months after program relapsed 6 months after program completioncompletion

Participants do not relapseParticipants do not relapse

After School ProgramAfter School Program

Participants learn conflict resolution Participants learn conflict resolution skillsskills

Attendance improvesAttendance improves

Number and percent of who miss less Number and percent of who miss less than 5 days during programthan 5 days during program

Number and percent of youth using 1 or Number and percent of youth using 1 or more conflict resolution skillsmore conflict resolution skills

Teen Pregnancy Prevention ProgramTeen Pregnancy Prevention Program

Teens delay pregnancyTeens delay pregnancy

Number and percent of teens delaying Number and percent of teens delaying pregnancy until after high school pregnancy until after high school graduationgraduation

Number and percent of teens delaying Number and percent of teens delaying parenthood until marriage.parenthood until marriage.

Number and percent of teen mothers Number and percent of teen mothers who do not have another child while in who do not have another child while in the programthe program

Hospice ProgramHospice Program

Patients are not in painPatients are not in pain

Number and percent of patients reporting Number and percent of patients reporting they are pain freethey are pain free

Family members exhibit less stressFamily members exhibit less stress

Number and percent of family members Number and percent of family members reporting ways in which stress has been reporting ways in which stress has been reducedreduced

Number and percent patients reporting Number and percent patients reporting they are at peace with deaththey are at peace with death

To learn more about Logic ModelsTo learn more about Logic Models

University of Wisconsin Extension University of Wisconsin Extension http://www.uwex.edu/ces/lmcourse/#http://www.uwex.edu/ces/lmcourse/#

United Way United Way http://national.unitedway.org/outcomes/http://national.unitedway.org/outcomes/

W. K. Kellogg Foundation W. K. Kellogg Foundation http://www.wkkf.org/Pubs/Tools/Evaluationhttp://www.wkkf.org/Pubs/Tools/Evaluation/Pub3669.pdf/Pub3669.pdf

Answers to THE CHALLENGEAnswers to THE CHALLENGE

Input Input # 1 - A $10,000 corporation contribution # 1 - A $10,000 corporation contribution External FactorExternal Factor # 2 - Because of an unusually large amount of inexpensive heroin coming # 2 - Because of an unusually large amount of inexpensive heroin coming into into the area, heroin induced deaths have increased.the area, heroin induced deaths have increased.ImpactImpact #3 - Within the community, social mores change and smoking is viewed #3 - Within the community, social mores change and smoking is viewed

unfavorably by 95% of youth ages 10 – 18. unfavorably by 95% of youth ages 10 – 18. OutcomeOutcome #4 - Graduates of a training program apply the skills they learned on the #4 - Graduates of a training program apply the skills they learned on the

job.job.OutcomeOutcome #5 - There is a decrease in traffic accidents at a high-risk intersection.#5 - There is a decrease in traffic accidents at a high-risk intersection.OutputOutput # 6 - Twenty prenatal classes are taught.# 6 - Twenty prenatal classes are taught.SituationSituation # 7 - Children without a male role model do not form relationships as # 7 - Children without a male role model do not form relationships as

successfully as children that do.successfully as children that do.ActivityActivity # 8 - A needs assessment is conducted.# 8 - A needs assessment is conducted.InputInput # 9 – A dollar for dollar match# 9 – A dollar for dollar matchAssumptionAssumption # 10 - Rehabilitation can work.# 10 - Rehabilitation can work.ActivityActivity # 11 – Letters are sent to potential clients.# 11 – Letters are sent to potential clients.OutcomeOutcome # 12 – Children’s interest in books increases.# 12 – Children’s interest in books increases.ImpactImpact # 13 – The rate of global warming slows.# 13 – The rate of global warming slows.External FactorExternal Factor # 14 - Change in political party winning an election # 14 - Change in political party winning an election InputInput # 15 – Volunteers# 15 – VolunteersOutputOutput #16 – Forty counseling sessions were held.#16 – Forty counseling sessions were held.SituationSituation # 17 - Severe head traumas are increasing because children are not # 17 - Severe head traumas are increasing because children are not

wearing helmets while bicycling.wearing helmets while bicycling.ActivityActivity #18 – After interviews, an executive director is hired.#18 – After interviews, an executive director is hired.OutcomeOutcome #19 – Parents in the parenting program spend more time with their #19 – Parents in the parenting program spend more time with their

children.children.OutputOutput #20 – Sixty participants are recruited.#20 – Sixty participants are recruited.AssumptionAssumption # 21 - Parents will value their children more than drugs.# 21 - Parents will value their children more than drugs.

Drug treatment programDrug treatment program

Participants stop using illegal drugs - Participants stop using illegal drugs - outcomeoutcome

Number and percent of participants who are clean at release -Number and percent of participants who are clean at release - indicator indicator

Number and percent who have not relapsed 6 months after program Number and percent who have not relapsed 6 months after program completion - completion - indicatorindicator

Participants do not relapse – Participants do not relapse – outcomeoutcome

After School ProgramAfter School Program

Participants learn conflict resolution skills - Participants learn conflict resolution skills - outcomeoutcome

Attendance improves - Attendance improves - outcomeoutcome

Number and percent of who miss less than 5 days during program - Number and percent of who miss less than 5 days during program - indicatorindicator

Number and percent of youth using 1 or more conflict resolution skills - Number and percent of youth using 1 or more conflict resolution skills - indicatorindicator

Answers to Indicators vs. OutcomesAnswers to Indicators vs. Outcomes

Teen Pregnancy Prevention ProgramTeen Pregnancy Prevention Program

Teens delay pregnancy - Teens delay pregnancy - outcomeoutcome

Number and percent of teens delaying pregnancy until after high school Number and percent of teens delaying pregnancy until after high school graduation -graduation - indicator indicator

Number and percent of teens delaying parenthood until marriage - Number and percent of teens delaying parenthood until marriage - indicatorindicator

Number and percent of teen mothers who do not have another child while in the Number and percent of teen mothers who do not have another child while in the program - program - indicatorindicator

Hospice ProgramHospice Program

Patients are not in pain - Patients are not in pain - outcomeoutcome

Number and percent of patients reporting they are pain free - Number and percent of patients reporting they are pain free - indicatorindicator

Family members exhibit less stress - Family members exhibit less stress - outcomeoutcome

Number and percent of family members reporting ways in which stress has Number and percent of family members reporting ways in which stress has been reduced - been reduced - indicatorindicator

Number and percent patients reporting they are at peace with death - Number and percent patients reporting they are at peace with death - indicatorindicator

Logic Model Training

Technology

Transcript of Logic Model Training