Introduction to Program
Development
U i Logic
Using
L i Models
M d l
What is program development
y Program development is a process by which
community leaders work with Extension educators to
identif iss
identify
issues,
es establish program plans and
implement education to help people reach their goals
(Marshall, 1990).
PLANNING
Identifying program goals
Conducting needs assessment
Setting program priorities
Identifying
y g target
g audiences
Writing program objectives
EXTENSION PROFESSIONAL
DESIGN AND
IMPLEMENTATION
EVALUATION
Planning/implementing
procedures to measure
program success and impact
Selecting/developing content
Selecting/developing delivery
methods & resource materials
Constructing implementation
ti li
timeline
NEEDS OF COMMUNITY & SOCIETY
Social Factors
Historical Factors
Economic Factors Educational Factors
Emotional Factors
Political Factors
Source: Seevers, B., Graham, D., Gamon, J., Conklin, N. (1997). Education through cooperative extension
Program Development
P
D l
tU
Using
i
Logic
g Models
(EXAMPLE: UNIVERSITY OF
WISCONSIN LOGIC MODEL)
Taylor-Powell, E., Jones, L., & Henert, E. (2002) Enhancing Program Performance with Logic Models. http://www1.uwex.edu/ces/lmcourse/
What is the Logic Model?
y Provides a “road map” for planning
y Shows logical
g
relationships
p
y Provides underlying rationale for program
y Focuses on accountability
Source: UGA Cooperative Extension, Janet Valente Presentation
Why Use the Logic Model?
y Focuses goals based on an issue
y Identifies g
gaps,
p clarifies assumptions
p
y Builds understanding/promotes consensus
y Makes underlying beliefs explicit
y Clarifies appropriate evaluation
y Summarizes
i
complex
l programs
Source: UGA Cooperative Extension, Janet Valente Presentation
Taylor-Powell, E., Jones, L., & Henert, E. (2002) Enhancing Program Performance with Logic Models. http://www1.uwex.edu/ces/lmcourse/
Group Activity
y Discuss with your group other reasons why one
should use the Logic Model when planning
Extension programs
p g
Why use the Logic Model?
y A logic model is your process road
map
Where are you going? How will you get
there? What will tell you that you’ve arrived?
y Provides a framework for your work
What is invested (inputs),
(inputs) what is done and
to whom (outputs), and what results are
achieved (outcomes and impact)
Why use the Logic Model?
y Provides a common language
y Helps us differentiate between “what we do”
and “results”
y Increases understanding about program
y Guides and helps
p focus work
y Leads to improved planning and
g
management
y Increases intentionality and purpose
y Provides coherence across complex tasks,
tasks
diverse environments
Why use the Logic Model?
y Enhances team work
y Guides prioritization/allocation of resources
y Motivates staff
y Helps to identify important variables to
measure and use evaluation resources wisely
y Increases resources, opportunities,
recognition
y Supports replication
y It is often required
How does one start?
y Group
p discussion
y Discuss the importance of starting with the end in
mind… (e.g., where do you want to be five years from
now?)
Evaluation…throughout the program
y Evaluation is not something you do at the
end
d off th
the program…
Taylor-Powell, E., Jones, L., & Henert, E. (2002) Enhancing Program Performance with Logic Models. http://www1.uwex.edu/ces/lmcourse/
Situation
y Needs (sheeeep factors) and assets
y Symptoms versus problems
y Stakeholder engagement
y What do we know? (research, exp.)
Taylor-Powell, E., Jones, L., & Henert, E. (2002) Enhancing Program Performance with Logic Models. http://www1.uwex.edu/ces/lmcourse/
Needs (sheeeep factors)
Needs of the community and society
y Social
y Historical
y Economic
y Educational
y Emotional
y Environmental
y Political
P li i l
Priorities
y Identification
Id ifi i off desired
d i d outcomes
y Consider mission, vision, values,
mandates, resources (personnel,
infrastructure, money, etc), local
dynamics, collaborators, competitors
Taylor-Powell, E., Jones, L., & Henert, E. (2002) Enhancing Program Performance with Logic Models. http://www1.uwex.edu/ces/lmcourse/
Inputs: What we invest
y Staff,
St ff volunteers,
l t
ti
time, money, research
h
base and knowledge, materials, equipment,
t h l
technology,
partners
t
Taylor-Powell, E., Jones, L., & Henert, E. (2002) Enhancing Program Performance with Logic Models. http://www1.uwex.edu/ces/lmcourse/
Outputs:
What we do and who we reach
Taylor-Powell, E., Jones, L., & Henert, E. (2002) Enhancing Program Performance with Logic Models. http://www1.uwex.edu/ces/lmcourse/
Outcomes and impact
Taylor-Powell, E., Jones, L., & Henert, E. (2002) Enhancing Program Performance with Logic Models. http://www1.uwex.edu/ces/lmcourse/
Group activity
y What
h are the
h expected
d outcomes and
d iimpacts off your
program?
y Practice
P ti writing
iti program objectives
bj ti
y Discuss with the group
Handout: Writing program objectives
Assumptions
Taylor-Powell, E., Jones, L., & Henert, E. (2002) Enhancing Program Performance with Logic Models. http://www1.uwex.edu/ces/lmcourse/
External factors
Taylor-Powell, E., Jones, L., & Henert, E. (2002) Enhancing Program Performance with Logic Models. http://www1.uwex.edu/ces/lmcourse/
Model not linear
Taylor-Powell, E., Jones, L., & Henert, E. (2002) Enhancing Program Performance with Logic Models. http://www1.uwex.edu/ces/lmcourse/
Evaluation
y Throughout the program
Taylor-Powell, E., Jones, L., & Henert, E. (2002) Enhancing Program Performance with Logic Models. http://www1.uwex.edu/ces/lmcourse/
Evaluation
y Asking
A ki th
the right
i ht questions
ti
th
throughout
h t th
the
program
Taylor-Powell, E., Jones, L., & Henert, E. (2002) Enhancing Program Performance with Logic Models. http://www1.uwex.edu/ces/lmcourse/
Example of an evaluation a program on:
RENEWABLE ENERGY PRODUCTION FROM ORGANIC INDUSTRIAL AND AGRICULTURAL WASTESWORKFORCE DEVELOPMENT AND TECHNOLOGY (U.S-Mexico Green Energy Partnership)
Program action – Logic Model
Situation,
context
Assessment
of initial
baseline
Needs
assessment:
Outreach,
transfer
Research
Development
Inputs
Partnerships
Existing
models
Grant budget
Knowledge
Research
base
Human and
institutional
capacity
Outputs and process
Products, outcomes, impacts
What is done?
Who is reached?
Evaluation Questions:
What were the results and
how can outputs and process
be improved? Evaluator will
address questions for at least
the following outputs:
Organic waste management
symposia in the US; Handson-training at digester in
WVSU, and structured site
visits to large-scale operating
digesters; Work (by faculty
from the six universities) with
two medium-scale industries in
Mexico; Technology
demonstrations; Internships
(anaerobic digestion, scientific
outreach, program
development and evaluation);
gp
programs
g
and
Training
workshops in Mexico;
Development of a renewable
energy course in Mexico;
Training Mexican faculty in the
US
Examples of evaluation questions:
Short term outcomes:
How successful has the program been with the following?
Identification of practices that enhance Mexico’s business, competitiveness
and rural economics, while protecting its environment; Development of a
case study and demonstration of anaerobic digestion; Development of
design criteria, construction of digester, and development of training
materials; Increasing knowledge and skills of Mexican students and faculty;
Involvement of stakeholders in program development and evaluation;
Collaborative research and joint publications
Medium term outcomes:
How successful has the program been with the following?
Increase in industry investment in renewable energy technologies, use of
technology regarding anaerobic digestion of organic waste, and
improvement in government regulatory policy; Increase in income through
co-product generation from waste treatment; Improvements in Mexican
Universities outreach programs to industry, and renewable energy
curriculum; Increase in Mexican universities institutional capacity to
strengthen the sustainability of Mexico’s renewable energy production and
organic waste management in industrial and agricultural sectors
Long term impacts:
o success
successful
u has
as tthe
ep
program
og a bee
been with
t tthe
e following:
o o g
How
Cleaner environment; Strengthened international competitiveness of
Mexico’s renewable energy industry; and Increased standard of living for
Mexican rural agricultural communities
Sustainability and transferability Examples of evaluation questions:
Are the changes and impacts sustainable? Can the lessons learned be
transferred to other situations?
Formative and Summative Evaluations: Focus and design evaluations (participatory by partners, and independent by evaluator), Collect data (all document analysis, stakeholder interviews and focus groups, questionnaires), Analyze and interpret (mostly evaluator), Report (partners ongoing reporting, and
evaluator, mid-project and summative evaluation)
Individual activity
y To prepare for our next meeting, please develop the
logic model for an extension program in Mexico
addressing the issue of
y Integrated waste management with energy
production for increased competitiveness of the
livestock industry in Northeast Mexico
References
• Taylor-Powell,
Taylor-Powell E.,
E Jones,
Jones L
L., & Henert,
Henert E.
E
(2002). Enhancing Program Performance with
L i M
Logic
Models.
d l University
U i
it off Wi
Wisconsini
Extension http://www1.uwex.edu/ces/lmcourse/
• ALDR 7070 Presentations
• UGA Cooperative
C
ti E
Extension
t
i