So what?
Using Logic Models to Write Strong Impact Statements
Katherine Webb-Martinez
Program Analyst, MPA
Office of Program Planning and Evaluation
December 9, 2010
Presentation Desired Outcomes
• An understanding of how basic logic model
techniques help define outcomes
• An understanding of how to write strong
impact statements
Logic Model as Road Map
Where are you going?
How will you get there?
What will show that
you’ve arrived?
“If you don’t know where
you are going, how are
you gonna’ know when
you get there?”
Yogi Berra
Everyday Example of Program Theory
H
U
N
G
R
Y
Get food
Eat food
Feel better
Adapted from University of Wisconsin-Extension, Program Development and Evaluation
Logic Model - chain of connections
The
problem
Situation:
Background,
Rationale,
Goals
What
we
invest
Inputs:
Time,
Volunteers,
Research base
What we do
Outputs/Methods:
Activities,
Participation
Products
Time
What results
Learning
Outcomes:
Knowledge,
Attitude,
Skill
Action
Outcomes:
Behavior,
Policy
Condition
Outcomes:
Economic gain,
Societal or
Environmental
improvement
ANR Thematic Logic Model Examples
• Review in DoView application
Developing a logic model
Card Sort Activity:
• Each set of cards depicts a program
• Put cards in logical order depicting the
program’s theory
Adapted from University of Wisconsin-Extension, Program Development and Evaluation
Outputs/Methods
How did you serve your clientele?
Workshops, short courses, field days, etc.
Educational presentations
Publications
Research findings
New methodologies and models
New products (patents, plant or animal varieties)
New practical knowledge for policy decision
makers
Outcomes
How has the clientele/area situation improved as a result of your program?
 Learning Outcomes ~ short-term
– Knowledge
– Attitude
– Skill
 Action Outcomes ~ medium-term
– Behavior/Practice
– Policy
 Condition Outcomes ~ long-term
– Social/Health
– Economic
– Environmental
Activity: Developing your Outcome Chain
Adapted from University of Wisconsin-Extension, Program Development and Evaluation
•
•
•
•
•
Mark key outcomes
Notice patterns of arrows
Notice key links
Are all activities connected to outcomes?
Mark outcomes that are most important to
your clientele
• Mark outcomes that are important to you and
the organization
• Highlight all ‘through-lines’ that go from
activity to long-term outcomes – key pathways
What is an Impact Statement?
• A brief description of the difference your work
has made.
Not how many worms
the bird feeds its young,
but how well the fledgling flies
(United Way of America, 1999)
Writing Outcomes/Impact Statements
1. How have program
participants benefitted
from your work?
2. What is or will be the
ultimate benefit
realized (by a group,
community, population,
area or society atlarge)?
• What effect did your publications
•
•
•
•
•
•
•
•
•
have?
Was your work adapted and
extended by others?
What did participants learn?
What attitudes changed?
What skills were increased?
What practices/behavior changed?
How many people changed?
Were policies changed as a result?
How much money was saved?
What were the final outcomes?
How to Include Long-term Impacts ?
Challenges:
What you can do:
• Take a lot of time to • Include desired longbe realized
term impacts
• Difficult to measure • Use literature/
research to explain
how your work
connects/contributes
to impacts
Examples of How to Use Literature/Research
• “Research shows that engaging youth in civic
activities is the most effective way to promote
civic identity formation and subsequent civic
engagement in adulthood.”
(UC Cooperative Extension brings new opportunities to Placer County youth
by Shannon Dogan)
• Research shows that planting cover crops
reduces erosion.
Formula for Strong Outcomes/Impact Statement
1. Describe Outcome/Benefit
• Can also include:

Scope of the impact
(county, regional,
statewide, etc.)

Information on how
evidence to document
outcomes was collected
(surveys, observation,
etc.)
2. Explain to Whom or What
Area
3. Include Quantification
4. Be sure to answer
So What? Who cares?
Outcomes/Impact Statement
Weaknesses
• Focused on personal not
clientele/area outcomes (“proud to
be with CE”)
• Vagueness (“thousands”)
• Lack of projected impacts to explain
program theory (does NOT answer
“so what?”)
Activity:
Review following examples
to identify strengths and weaknesses
of real impact statements.
Natural Resource Example:
• More healthy milk for humans.
Ag Example:
• I am particularly proud to represent UC ANR in the
counties I serve and I believe my program has raised
the awareness of Cooperative Extension and the
unique role we all play in improving the environment,
the economy, and the individual lives of our clientele.
I will continue to seek out partnerships and
collaborations with UC ANR faculty, specialists, and
advisors in order to bring the best science to the
issues my clientele face.
Natural Resource Example:
• These are new control methods for
application on western juniper. They have
been adopted by local ranchers and
chipping operators. Potentially these
techniques could be widely applied on
rangelands throughout northeastern
California and southern Oregon.
Natural Resource Example:
• This research will help managers and policy
makers make sound decisions regarding
watershed management and policy as it
relates to stream temperature. Data should
be applicable throughout northern
California, the Sierras, as wells the
intermountain west.
NF&CS Example:
• Based on results from a comparison of pre- and
post-Food Behavior Checklist responses from
workshop participants who completed four or more
hours of lessons in 2004-2005, improvements were
documented in the following areas: Food Resource
Management: (plan meals, economical shopping
and does not run out of food)--72% and Food Safety
Practices: (thawing food and food stored properly)-66%.
Resources
• University of Wisconsin Extension
– www.uwex.edu/ces/pdande
– Logic model templates:
http://www.uwex.edu/ces/pdande/evaluation/evallogicm
odelworksheets.html
– Free online course: http://www.uwex.edu/ces/lmcourse/#
• Penn State Cooperative Extension
– http://www.extension.psu.edu/evaluation/
• American Evaluation Association
– www.eval.org