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The Logic Model for Program Planning and Evaluation

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The Logic Model for Program Planning and Evaluation CIS 1097 The Logic Model for Program Planning and Evaluation Paul F. McCawley limited influence we may have over the target audience, Associate Director and complex, uncontrolled environmental variables. Logic University of Idaho Extension models address this issue because they describe the con- cepts that need to be considered when we seek such out- comes. Logic models link the problem (situation) to the What is the Logic Model? intervention (our inputs and outputs), and the impact The Logic Model process is a tool that has been used for (outcome). Further, the model helps to identify partner- more than 20 years by program managers and evaluators ships critical to enhancing our performance. to describe the effectiveness of their programs. The model Planning Process describes logical linkages among program resources, activ- ities, outputs, audiences, and short-, intermediate-, and The logic model was characterized initially by program long-term outcomes related to a specific problem or situ- evaluators as a tool for identifying performance measures. ation. Once a program has been described in terms of the Since that time, the tool has been adapted to program logic model, critical measures of performance can be iden- planning, as well. The application of the logic model as a tified.1 planning tool allows precise communication about the purposes of a project, the components of a project, and Logic models are narrative or graphical depictions of the sequence of activities and accomplishments. Further, a processes in real life that communicate the underlying project originally designed with assessment in mind is assumptions upon which an activity is expected to lead to much more likely to yield beneficial data, should evalua- a specific result. Logic models illustrate a sequence of tion be desired. cause-and-effect relationships—a systems approach to communicate the path toward a desired result.2 In the past, our strategy to justify a particular program often has been to explain what we are doing from the per- A common concern of impact measurement is that of lim- spective of an insider, beginning with why we invest allo- ited control over complex outcomes. Establishing desired cated resources. Our traditional justification includes the long-term outcomes, such as improved financial security following sequence: or reduced teen-age violence, is tenuous because of the INPUTS OUTPUTS OUTCOMES Short- Medium- Long- What we What we Who we Change in: Change in: Change in Invest! Do! Reach! situation: •time •workshops •customers •knowledge •behaviors •environment •money •publications •participants •skills •practices •social conditions •partners •field days •attitude •policies •economic •equipment •equipment •motivation •procedures SITUATION conditions •facilities demonstrations •awareness •political conditions External Influences, Environmental, Related Programs 1) We invest this time/money so that we can generate 4) What knowledge or skills do people need before the this activity/product. behavior will change? 2) The activity/product is needed so people will learn 5) What activities need to be performed to cause the how to do this. necessary learning? 3) People need to learn that so they can apply their 6) What resources will be required to achieve the knowledge to this practice. desired outcome? 4) When that practice is applied, the effect will be to change this condition; One more point before we begin planning a program using 5) When that condition changes, we will no longer be the logic model: It is recognized that we are using a lin- in this situation. ear model to simulate a multi-dimensional process. Often, learning is sequential and teaching must reflect that, but the model becomes too complicated if we try to communi- The logic model process has been used successfully fol- cate that reality (figure 2). Similarly, the output from one lowing the above sequence. However, according to Millar effort becomes the input for the next effort, as building a et al,2 logic models that begin with the inputs and work coalition may be required before the “group” can sponsor through to the desired outcomes may reflect a natural a needed workshop. Keep in mind that the logic model is tendency to limit one’s thinking to existing activities, pro- a simple communication device. We should avoid compli- grams, and research questions. Starting with the inputs cations by choosing to identify a single category to enter tends to foster a defense of the status quo rather than cre- each item (i.e., inputs, outputs or outcomes). Details of ate a forum for new ideas or concepts. To help us think order and timing then need to be addressed within the “outside the box,” Millar suggests that the planning framework of the model, just as with other action planning sequence be inverted, thereby focusing on the outcomes processes. to be achieved. In such a reversed process, we ask our- selves “what needs to be done?” rather than “what is Planning Elements being done?” Following the advice of the authors, we Using the logic model as a planning tool is most valuable might begin building our logic model by asking questions when we focus on what it is that we want to communicate in the following sequence. to others. Figure 3 illustrates the building blocks of accountability that we can incorporate into our program 1) What is the current situation that we intend to plans (adapted from Ladewig, 1998). According to Howard impact? Ladewig, there are certain characteristics of programs that 2) What will it look like when we achieve the desired inspire others to value and support what we do. By situation or outcome? describing the characteristics of our programs that com- municate relevance, quality, and impact, we foster buy-in 3) What behaviors need to change for that outcome to from our stakeholders and audience. By including these be achieved? characteristics within the various elements of the logic Figure 2. Over-complicated, multi-dimensional planning model. INPUTS OUTPUTS OUTCOMES Research base, 8 participants had 60% of 4-weeks time, increased participants editor & print $ 42 p. curriculum knowledge of increased proper product yield 6 participants fermentation by 15% installed timing 42 page techinques equipment curriculum, 3-day workshop classroom, for 20 participants 10 participants teaching partners SITUATION installed timing equipment 12 participants in 2 participants 1-day follow-up follow-up had neglected new workshop for increased equipment, 12 knowledge of needed retraining techniques 2 Figure 3. Structure of Acountablility. Buy-In model, we communicate to others why our programs are Inputs important to them. The elements of accountability are fur- Inputs include those things that we invest in a program or ther described in the context of the logic model, below. that we bring to bear on a program, such as knowledge, skills, or expertise. Describing the inputs needed for a pro- Situation gram provides an opportunity to communicate the quality The situation statement provides an opportunity to com- of the program. Inputs that communicate to others that municate the relevance of the project. Characteristics that the program is of high quality include: illustrate the relevance to others include: • human resources, such as time invested by faculty, staff, volunteers, partners, and local • A statement of the problem, (What are the people; causes? What are the social, economic, and/or environmental symptoms of the problem? • fiscal resources, including appropriated funds, What are the likely consequences if nothing is special grants, donations, and user fees; done to resolve the problem? What are the • other inputs required to support the program, actual or projected costs?); such as facilities and equipment; • A description of who is affected by the prob- • knowledge base for the program, including lem (Where do they live, work, and shop? How teaching materials, curriculum, research are they important to the community? Who results, certification or learning standards etc. depends on them–families, employees, organ- • involvement of collaborators - local, state, izations?); national agencies and organizations involved • Who else is interested in the problem? Who are in planning, delivery, and evaluation. the stakeholders? What other projects address this problem? Projects involving credible partners, built on knowledge gained from research and delivered via tested and proven The situation statement establishes a baseline for compari- curricula, are readily communicated as quality programs. son at the close of a program. A description of the problem Assessing the effectiveness of a program also is made eas- and its symptoms provides a way to determine whether ier when planned inputs are adequately described. By com- change has occurred. Describing who is affected by the prob- paring actual investments with planned investments, eval- lem allows assessment of who has benefited. Identifying uation can be used to improve future programs, justify other stakeholders and programs builds a platform to meas- budgets, and establish priorities. ure our overall contribution, including increased awareness and activity, or reduced concern and cost. Outputs Outputs are those things that we do (providing products, goods, and services to program customers) and the people we reach (informed consumers, knowledgeable decision 3 makers). Describing our outputs allows us to establish • policies adopted by businesses, governments, linkages between the problem (situation) and the impact
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