Logic Models in
MYAP: Web-based
teleconference
May 20, 10-11 am
May 21, 1:30-2:30 pm
Instructors: Ellen Taylor-Powell and Jennifer Leahy
University of Wisconsin-Extension-Cooperative Extension
Learning objectives
Increased understanding of logic models
 Increased ability to create a logic model
for your MYAP

How we will proceed today
Discuss slides
 Questions and interaction
 Examples

What is a logic model?
It’s your roadmap


Description of a program
Graphic representation of
what is expected to be
achieved and how it is
expected to work


Called “program theory” or
“program action”
Sequence of steps; a
logical chain of if-then
relationships that link
investments to activities to
results.
Everyday Logic Model
H
E
A
D
A
C
H
E
Get pills
Take pills
Feel better
Logic model of this web training
OUTCOMES
INPUTS
My time
Jenny’s time
Your time
Wisline web
Regional
UWEX
evaluation
specialists
OUTPUTS
Develop
learning
materials
Conduct two
1 hour webbased
trainings
Technical
assistance
follow-up
Coalition
coordinators,
members
involved in
MYAP
Short
Increased
understanding
of logic models
Increased
ability to create
a logic model
for your MYAP
Medium
Completed
logic model
submitted
with MYAP
Long-term
Better
programs
and results
Whether we realize it or not we are logic modeling
all the time.
Logic models can be applied to almost anything
we do or are engaged in.
It is just putting ‘structure’ to a way of thinking…a
graphic representation of our mental processes
that focus on achieving outcomes.
What does a logic model look like?
CDC: Logic Model for Reducing Youth Initiation
Outcomes
Inputs
Activities
State Health
Department
and Partners
Counter
marketing*
School-based
prevention*
Outputs
Youth are exposed to
anti-tobacco/pro-health
messages and fewer
pro-tobacco messages
Initial
Intermediate Long-term
Increased knowledge,
awareness, and skills,
and changes in attitudes
Students receive
tobacco prevention
education in school
Youth advocacy
groups are formed;
youth are mobilized
Smoking is
de-normalized
Reduced tobaccorelated morbidity
and mortality
Community
mobilization*
Tobacco sales to
minors are restricted
and enforced
Policy and
regulatory
action*
*Targeted to disparate
populations
Reduced initiation
among youth
Increased price
on cigarettes
through tax
Decreased access
Decreased tobaccorelated disparity
DPH Logic model: Coalition-Based Tobacco Control
Activities
Reach
Short-Term
Intermediate
Long-Term
Conduct Clean
Indoor Air
Campaigns
Coalition Members
Community
Policymakers
Business Owners
Employers
Heads of Household
Disparately Affected
Populations
Increased awareness in coalitions and community
of dangers of secondhand smoke and effective
strategies for eliminating exposure
Increased public support for clean
indoor air
Implementation of clean indoor air
ordinances
Increased policymaker support for
clean indoor air
Increased smoke free homes/vehicles
Promote
Cessation
General Public
Policy Makers
Health Care
Providers
Employers
Medicaid Recipients
Youth
Disparately Affected
Populations
Increased awareness of tobacco dependence as
a chronic disease
Increased number of providers and networks
committed to implementing Clinical Practice
Guidelines
Increased awareness of available cessation
resources
Increased knowledge of Medicaid cessation
benefits among health care providers provider
networks and recipients
Increased number of health care
providers who routinely screen,
counsel and provide referrals (I.e.,
implement Clinical Practice
Guidelines)
Increased use of Quit Line and other
cessation services
Youth
Parents
School
Administrators
Teachers
Disparately Affected
Youth
Increased number of youth involved in educating
peers and public
Increased coordination between coalition,
schools and parents on tobacco control activity
Increased number of advocacy efforts planned
and led by youth
Increase in negative attitudes toward
tobacco among youth
Increased policy changes due to
youth advocacy efforts
Increased number of schools
implementing appropriate tobacco
control curricula and enforcing
smoke-free policies
Increased number of schools that
refer smoking students to Quit Line
Decreased youth intention to smoke
Increased number of quit attempts
among youth
Decreased exposure to secondhand
smoke
“Denormalization” of tobacco use
Coalition Members
Community
Formation of broad based coalition with resource
sharing
Increased subcommittee and coalition
activity on priority TC objectives
Implementation of priority tobacco control
policies and interventions (see above)
Increased knowledge and support of TC
strategies among coalition members
Increased knowledge and support of
TC strategies among community
members
Prevent Youth
Initiation
Build and
Maintain
Broad and
Effective
Coalitions
Creation of long and short-term tobacco control
plan
Increased number of employers who
cover tobacco use cessation in their
health care plans
Regardless of format, what do
logic models have in common?
 They show activities that lead to outcomes
 They show a chain of outcomes: short, medium,
long-term
 They show relationships/connections that make
sense (are logical). Arrows are used to show the
connections (the if-then relationships)
 They are understandable – communicate easily
A picture is worth a thousand words
Seems like a lot of work…why
do these logic models?

Let’s hear from coalition coordinators:
Logic models in MYAP
Start at the end

How will tobacco use look different in 2006?
= Long Term Outcome (s)
Then, fill in the steps – lay out the logical connections - that will achieve
the long-term outcome(s)

What are the shorter term outcomes that must be achieved to order
to reach your ultimate goal?
= Year 1 Objective(s) and Year 2 objectives

What do you need to do in order to achieve those outcomes?
= Strategies/Activities
START
AT THE
END
Creating your MYAP logic model
OUTCOMES
INPUTS
What
resources do
you need?
OUTPUTS
What will you
do? List
major
strategies/
activities
Who needs
to be
reached/
involved/
participate
in order for
the desired
changes to
occur?
Year 1 objectives
What changes
need to occur
in Year 1 in
order to
achieve the
Year 2
objectives?
Year 2
What
changes
need to
occur in Year
2 in order to
achieve your
Year 3
objectives?
Year 3
What is your
desired longterm
outcome(s)
by the end of
2006?
What will be
different in
your
community?

Examples of short-term outcomes:

Examples of medium-term outcomes:

Examples of long-term outcomes:
Changes in people – the community
Logic Model: Smoke Free Workplaces in My
County (from your planning workbook)
Inputs
Coalition
Time
Dollars
Partners
Including
youth
Activities
Reach
Identify
workplaces to
target
Outcomes
Short-term
Assess
workplace
tobacco
policies and
practices
Workplace
owners
Single priority area
Changes in
knowledge and
attitudes about
ETS
Intermediate
# worksites that
go smokefree
Build
community
support for
smoke-free
worksites
Workers; union
members
Public
Adherence to
smoke-free
policies
Community
ordinance/
standard
Unions
Organize and
implement
strategy for
targeted
worksites
Long-term
Change in
support of
smoke-free
workplace
standards
Increased support
for smoke-free
worksites
WTCB Goal: By
2005, 90% of
workplaces will
establish smokefree
environments
Logic Model: Multi-Year Tobacco-Free Plan
Inputs
Activities
Reach
Short
Elected
officials
Coalition
Time
Dollars
Partners
including
youth
Organize and
implement CIA
campaign
Public
Employees,
employers,
unions
Organize and
implement
strategy for
promoting
cessation
Health care
providers, WIC
providers
Smokers;
tobacco users
Changes in
knowledge and
attitudes about
tobacco and ETS
Increased
knowledge and
skills to screen
and refer
Increased
awareness about
cessation services
Youth smokers
Organize and
implement
strategy to
prevent youth
smoking
Other youth
Parents,
schools, etc.
Multiple priority areas
Outcomes
Medium
Increased policy
maker support
Increased public
support
Long-term
CIA
ordinances
implemented,
enforced
Increased
referrals and
counseling
Increased
smoking
cessation
Increased use of
services
Increased youth
advocacy
Change in
knowledge and
attitudes
Change in
policies
Adherence to
policy
Reduction
in youth
smoking
Logic model: Youth prevention
Priority area: Youth
Inputs
Funding
(public,
private, inkind)
Coordinator
Members
T and TA
Best practices
Partners
Outputs
Outcomes
Activities
Reach
Short
Medium
Long-term
Assess current
tobacco
curricula,
policies,
enforcement,
cessation
services
School
administration
Increased
knowledge,
awareness,
skills
Increased # of
schools
implementing
research-based
curriculum
Reduction
in tobacco
use by
middle and
high school
students
Education
Work with
school districts
School
Board
Teachers
Increased
enforcement of
school tobacco
policies
Parents
Increased
cessation services
for youth (inc. as
alternative to
suspension or
fines)
TIPS
Create a single logic model that shows all priority areas OR
create separate logic models for each priority area
Keep logic model simple

clearly communicates what you hope to accomplish and how you
will accomplish it
Show all major linkages – connections
Check: Does your logic model make sense?
Does it show a meaningful initiative?
Assumptions
You’ve done your homework: logic model
is based on situational analysis and
involvement of key stakeholders in
identification of desired outcomes
 Logic model, if not created by the coalition,
is understood and has commitment of the
coalition

How to create a logic model on
your computer: In MSWord
Using the “Draw Table” function
1.




Draw one box and use columns and rows as
necessary
Table options (such as borders, merge cells) can be
found under “Table” in the menu bar
Can also use the table button at the top of the page.
This will automatically create a table of the size you
want
Can use Drawing Toolbar at the bottom of the page
to draw arrows
How to create a logic model on
your computer
Create a table in Word…
 Use the “Draw Table” function in Word
How to create a logic model on
your computer: In MSWord
2. Using text boxes

Use text box button in the drawing toolbar
 Add arrows using the arrow button in the
drawing toolbar
 Auto Shapes also provide valuable tools for
designing your logic model
How to create a logic model on
your computer: In PowerPoint
3. In Powerpoint; under format

Choose ‘Slide Layout ‘



Apply Table layout
Double click to add table on slide
Follow menu; functions much like table function in
MSWord or add text boxes within the table
www1.uwex.edu/ces/lmcourse