Developing and Evaluating Programs Using the Logic Model

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A Well-Managed Organization is a Money Magnet*

$ $ $ $ $

$ $ $ $ S Your

NPO $ $ $ $ $

*Not to the exclusion of all other considerations. A well-managed organization is more competitive than one in which program impact is uncertain.

Which Agency Makes the Strongest Case to a Funder?

Nonprofit A

• Your funding will help us to meet this important need.

• We have been doing it for 17 years and we are really good at it!

• 173 people received services in FY2014.

Nonprofit B

• Your funding will help us to meet this important need.

• We use a rigorous program evaluation process to ensure that every dollar is spent wisely and leads to the greatest impact.

• Our program/evaluation is based on a proven method, the logic model. Here is our plan…

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Three Myths About Program Planning

1. The right time to plan a program is when you are writing a grant proposal.

2. Program planning is a luxury most nonprofits don’t have time for.

3. We can wing it and it will still turn out well.

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What’s Different About Program Planning Today?

Accountability and Outcome Measures

• What gets measured gets done.• If you don’t measure results, you can’t tell success

from failure.• If you can’t see success, you can’t reward it.• If you can’t reward success, you’re probably

rewarding failure.

• If you can’t see success, you can’t learn from it.

• If you can’t recognize failure, you can’t correct it.

• If you can demonstrate results, you can win public support and…raise financial support for your programs.

Source: Reinventing Government, Osborne and Gaebler, 19926

Introduction to the Logic Model

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Get pills Take pills Feel better

•You are suffering from a severe headache.•Your experience says certain pills help. So, the logic model shows you first that you need to get the pills.•Then, you take the pills as prescribed. As a consequence, you feel better. The end result is that the headache is gone and you are feeling better.

This slide excerpted from: Developing a logic model: Teaching and training guide© 2008 by the Board of Regents of the University of Wisconsin System. All rights reserved.

Everyday Example: Headache

Communication

Communication

Using the Logic Model for Program Planning

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Certain characteristics of programs inspire others to value and support what we do:

•Relevance•Quality•Impact

*Ladewig, 1998

Example: What Inspires You on the Following List?

Job Training ProgramNew office with stain-proof carpetingAccess to high paying jobsAccess to jobs with benefitsThe trainers’ own fuel-efficient carsParticipants get coffee and donuts at the training

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By including these characteristics within your logic model you will achieve

We must communicate to others why our programs are important to them.

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Relevance Quality

Impact

McCawley, p.3

Step I. The Situation

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THE SITUATION STATEMENT

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About communicating the relevance of

your situation

State the Problem Clearly

• What are the likely consequences if nothing is done to resolve the problem?

• Describe who is affected by the problem

• Where do they live, work, etc.?

• How are they important to the community?

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Starting Point

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Step 2. Inputs

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STEP II: INPUTS

Inputs include knowledge, skills or expertise

invested in a program.

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An opportunity to communicate the quality of the program.

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Types Examples

Human resources •Time invested by staff, volunteers, partners, board members

Fiscal Resources •Special grants•Donations•User fees

Facilities and Equipment •Program space•Computers

Knowledge Base •Research results•Teaching materials•Certification•Learning standards

Collaborators •Local, state, national agencies and organizations involved in planning, delivery and evaluation.

Inputs

Step 3. Outputs

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• Things we do:– providing products,

goods & services to

program clients • The people we reach:– informed consumers,

knowledgeable decision-makers

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Examples

Outputs help us to establish linkages between the problem (situation) and impact (outcomes).

STEP III: OUTPUTS

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The things we do and the people we reach.

More Examples of Outputs

The Things We Do• “4,000 brochures will be

distributed”• “$700 was collected at the rally”• “350 hours of tutoring will be

provided to adults in our GED program.”

The People We ReachBridge between the problem and the

impact. • “57 community residents

attended the meeting”• “60% of children under age 5

received vaccinations”

• “Participants attended 4 Saturday morning classes on parenting”

• “93% of participants reported that they were satisfied with the program”

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WAIT! AREN’T THESE OUTCOMES?

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No, they are outputs.

Read on to learn more

about the difference.

Step 4. Outcomes

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STEP IV: OUTCOMES

Outcomes Answer the Question

“What Will Happen as a Result of the Program?”

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Outputs communicate the impact of our investment.

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Not how many wormsthe bird feeds its young, buthow well the fledgling flies.*

(

*United Way of America, 1999.

Three Types of Outcomes

• Short term• Intermediate term• Long term

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Examples: Diabetes Education Program

Short-term Outcomes– Changes in:

• Awareness • Knowledge Skills • Motivation • Attitude

“250 adult community residents will become aware of their risk for diabetes, understand the signs and symptoms of the disease and be prepared to seek medical treatment.”

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Examples

Medium-term Outcomes• Were specific inputs

made as planned? • Was the desired level of

participation achieved?• Policies adopted by

businesses, governments

• “We expected the program to draw 100 people to attend the diabetes fair and receive a free blood screening. The program exceed its goal by 115 people.”

• “The hospital agreed to offer a semi-annual diabetes fair for community residents.”

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More Outcome Examples

• Long-Term outcomes– Improved economic

conditions; increased income or financial ability

– Improved social conditions – reduced violence or increased cooperation

– Improved environmental conditions – e.g. improved air quality or reduced runoff

– Improved political conditions –increased participation or opportunity

“XYZ number of community residents will be able to return to full-time employment after learning how to manage their diabetes.”

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Your Logic Model becomes a Communication Tool for Program Promotion

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Relevance QualityImpact

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What We Invest

• Time• Money• Partners• Equipment•Facilities

What We Do

• Services • Workshops• Publications

Who We Reach

Outcomes

Change in:

•Knowledge•Skills•Attitude•Motivation•Awareness

Change in:

•Behaviors•Practices•Policies•Procedures

Change in Situation:

•Environment•Social Conditions•Economic Conditions•Political Conditions

Inputs OutputsShort-term Medium- Long -

LOGIC MODEL REVIEW

Logic Model Components: Definitions

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Even though programs are diverse, they all share common elements. Programs are developed in response to a situation. Programs have INPUTS, OUTPUTS, OUTCOMES. A logic model displays the relationships among these core elements and brings attention to underlying assumptions set within the program’s environment of external factors.

SITUATIONThe originating problem, or issue, set within a complex of sociopolitical, environmental and economic circumstances. The situation is the beginning point of logic model development.

INPUTSWhat goes into the program: resources and contributions that are invested. Inputs include such elements as staff, money, time, equipment, partnerships, and the research base

OUTPUTSWhat we do and whom we reach: activities, services, events, products and the people reached. Outputs include such elements as workshops, conferences, counseling, products produced and the individuals, clients, groups, families, and organizations targeted to be reached by the activities.

OUTCOMESWhat results: the value or changes for individuals, families, groups, agencies, businesses, communities, and/or systems. Outcomes include short-term benefits such as changes in awareness, knowledge, skills, attitudes, opinions and intent. Outcomes include medium-term benefits such as changes in behaviors, decision-making and actions. Outcomes include long-term benefits (often called impact) such as changes in social, economic, civic, and environmental conditions.

Excerpted from: DEVELOPING A LOGIC MODEL: TEACHING AND TRAINING GUIDE 2/29/2008 HANDOUT – 16© 2008 by the Board of Regents of the University of Wisconsin System. All rights reserved.

Logic Model Components: Definitions

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ASSUMPTIONSThe beliefs we have about: the program, the people involved, and how we think the program will work. Assumptions include our ideas about the problem or situation; the way the program will operate; what the program expects to achieve; how the participants learn and behave, their motivations, etc.; the resources and staff; the external environment; the knowledge base; and the internal environment. Faulty assumptions are often the reason for poor results.

EXTERNAL FACTORSAspects external to the program that influence the way the program operates, and are influenced by the program. Dynamic systems interactions include the cultural milieu, biophysical environment, economic structure, housing patterns, demographic makeup, family circumstances, values, political environment, background and experiences of participants, media, policies and priorities, etc. Elements that effect the programover which there is little control.

Excerpted from: DEVELOPING A LOGIC MODEL: TEACHING AND TRAINING GUIDE © 2008 by the Board of Regents of the University of Wisconsin System. All rights reserved.