Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning ...

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Logic Models Research Planning and Evaluation

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Transcript of Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning ...

Page 1: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Logic Models

Research Planning and Evaluation

Page 2: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Logic Vs. Model

LOGIC the principles of reasoning reasonable the relationship of elements to each other and a

whole

MODEL small object representing another, often larger

object (represents reality, isn’t reality) preliminary pattern serving as a plan tentative description of a system or theory that

accounts for all its known properties

Page 3: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

What are logic models?

A road map Where are you going? How will you get there? What will show that you’ve

arrived?

Page 4: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Logic Models

A visual depiction of a program or project showing what it will do and what it will accomplish

A series of “if-then” relationships that should lead to the desired outcomes

The core of program planning, evaluation, and research

Page 5: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Theory of Change How and why a program or set of activities

will lead to short and long-term outcomes over a specified period of time

A sequential flow of information that shows what you intend to accomplish

What are you trying to change, why you are trying to change it, how you will change it, and what will happen as a result of the change

Page 6: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Logic Models in the Simplest Form

INPUTS OUTPUTS OUTCOMES

Page 7: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

AssumptionsThe beliefs we have about the problem, the

program, the participants, and how it will all work together. The problem or existing situation Program operations Expected outcomes and benefits The participants and how they learn, behave,

their motivations Resources Staff/partners Influences from the external environment The knowledge base of participants and partners

Page 8: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

An Example…Headaches

HEADACHE

Feel betterGet pills Take pills

Situation INPUTS OUTPUTS OUTCOMES

University of Wisconsin-Extension, Program Development and Evaluation

Page 9: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Family Members

Budget

Car

Camping Equipment

Drive to state park

Set up camp

Cook, play, talk, laugh, hike

Family members learn about each

other; family bonds; family has

a good time

Every day logic model –

Family Vacation

INPUTS OUTPUTS OUTCOMES

University of Wisconsin-Extension, Program Development and Evaluation

Page 10: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

University of Wisconsin-Extension, Program Development and

Evaluation

What does a logic model look like?

Graphic display of boxes and arrows; vertical or horizontalRelationships, linkages

Any shape possibleCircular, dynamicCultural adaptations; storyboards

Level of detailSimpleComplex

Multiple modelsMulti-level programs

Multi-component programs

Page 11: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Why bother? What’s in it for you?

“This seems like a lot of work.”

“Where in the world would I get all the information to put in a logic model?

“I’m a right brain type of person – this isn’t for me.”

“Even if we created one, what would we do with it?”

Page 12: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Benefits of Logic Models Differentiates between “what we are doing” and

“results” Increases understanding about the problem and the

way it will be solved Guides and helps focus work Improved planning and management Increases intentionality and purpose Prevents duplication of activities, partners, data

collection Helps ensure measurement of variables Supports replication, efficacy study Very often a requirement, particularly in grant writing

Page 13: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Limitations of Logic Models

Not a theory

Intentions-not reality

Focuses on expected outcomes

Challenge of causal attribution

Many factors influence process and outcomes

External environmental factors

Doesn’t address an important question:

Are we doing the right thing?

Page 14: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Key Components of a Logic Model

Needs/Gaps Goals Objectives Activities Partners Process Measures Indicators

Page 15: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Need The reason for the service, program,

activity, or intervention. The existing problem and evidence of the problem.

Page 16: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Reducing Violence at Applewood School

NEEDS/GAPS

The rate of youth violent incidents in the Applewood School needs to decrease, as evidenced by a 110% increase since 2000, in suspension due to disruptive or threatening behavior, and a 190% increase since 2000 in suspensions due to assault and battery (student-on-student and student-on-teacher)

Page 17: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Goal

How will you address the need

Page 18: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Reducing Violence at Applewood School

GOAL

Decrease the rate of youth violent incidents in Applewood School

Page 19: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Objective

Created from the goals Adds a time-frame and the specific

level of change desired

Page 20: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Reducing Violence at Applewood School

OBJECTIVE

By 2008, decrease the rate of youth violent incidents in Applewood School by 60%, as evidenced by the reduced number of suspensions due to threatening behavior, unprovoked attacks on students, fighting, fighting with or threatening a teacher, possession or use of a dangerous weapon, arson, and endangering the safety of others.

Page 21: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Resources/Activities

How and when you are going to accomplish your goals and objectives, both short term (present year) and long term (succeeding years)

What do you need to be successful? Inputs

Page 22: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Reducing Violence at Applewood School

RESOURCES/ACTIVITIES

By 2008, decrease the rate of youth violent incidents in Applewood School. Short term: Peer Jury, Aggression Replacement Training, after-school programming, and Child Assault Prevent/Teens Taking Charge parent workshops. Long term: Implement the after school program with 225 at risk students and their parents, present Child Assault Prevention/Teens Taking Charge workshops to school staff, and increase participation in Aggression Replacement Training.

Page 23: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Partners

Those people involved in making this project successful. Specifying who is performing the activity aligned with the objective and when it will be performed is necessary in setting the groundwork for accountability and evaluation.

Page 24: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Reducing Violence at Applewood School

PARTNERS

The rate of youth violent incidents in Applewood School will decrease as a result of collaboration between the school, the Applewood Safety Committee, Police, Dept. of Juvenile Probation, and the YWCA.

Page 25: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Process Measure

What will be provided to assure that the activities are being accomplished?

The process measures were developed with the activity partners to ensure that data collection would be feasible and appropriate to the goals and objectives of the program.

Page 26: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Reducing Violence at Applewood School

PROCESS MEASURE

Applewood school staff will provide monthly reports that include suspension data from the school. Police, Dept. of Juvenile Probation, and YQCA will provide monthly reports on program attendance, activities conducted during the program, and pre/post test scores.

Page 27: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Indicators

The culmination of all subsequent columns, with the addition of how you are going to measure or evaluate the impact of the project.

How will you know it when you see it? What will be the evidence? What are the specific indicators that

will be measured?

Page 28: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Typical activity indicators to track Amount of products, services delivered #/type of customers/clients served Timeliness of service provision Accessibility and convenience of service

Location; hours of operation; staff availability

Accuracy, adequacy, relevance of assistance

Courteousness Customer satisfaction

Page 29: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Reducing Violence at Applewood School

INDICATORS

By 2008, decrease the rate of youth violent incidents in Applewood School by 60%, as evidenced by the reduced number of suspensions due to threatening behavior, unprovoked attack on student, fighting, fighting with or threatening a teacher, possession or use of a dangerous weapon, arson, and endangering the safety of others—as measured by monthly partner reports and a record of each violent incident occurring in the district during the month (including the definition and description).

Page 30: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Methods of data collection

SOURCES OF INFORMATION Existing data

Program records, attendance logs, etc

Pictures, charts, maps, pictorial records

Program participants Others: key informants,

nonparticipants, proponents, critics, staff, collaborators, funders, etc.

DATA COLLECTION METHODS

Survey Interview Test Observation Group techniques Case study Photography Document review Expert or peer review

Page 31: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

Check your logic model

1. Is it meaningful?

2. Does it make sense?

3. Is it doable?

4. Can it be verified?

Page 32: Logic Models Research Planning and Evaluation. Logic Vs. Model LOGIC the principles of reasoning reasonable the relationship of elements to each.

References

Chen, H.T. (1990). Theory-driven evaluations. Newbury Park, CA: Sage.

Hernandez, M. (2000). Using logic models and program theory to build outcome accountability. Education and Treatment of Children, 23(1), 24-40.

Koskin, J.A. (1997). Office of Management and Budget Testimony Before the House Committee on Government Reform and Oversight Hearing. February 12.

Safe Schools/Healthy Students. (n.d.). Retrieved February 1, 2007, from http://www.sshs.samhsa.gov/

Weiss, C. H. (1998). Have we learned anything new about the use of evaluation? American Journal of Evaluation, 19(1), 21-34.

University of Wisconsin Cooperative Extension Service


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