ASSIGNMENT 1
LOGIC MODEL
GERO 400
PRESENTED TO
DR. SUSAN CRAWFORD
PRESENTED BY
Gillian Farnsworth (301103354)
Vikki Ram (301204983)
Chester Sun (973013826)
LOGIC
MODEL
SFU library
http://www.lib.sfu.ca/help/subject-guides/gerontology/gero400
Psych Info + Ageline
"logic
model"
700+ results
"logic model +
program
evaluation"
125 results
"logic model +
program planning"
36 results
Grey
Grey Lit
lit
Community Health Online Digital Archive
Research Resource(CHODARR)
" logic model"
0 results
"logic model program
planning"
0 results
Google Scholar
“Logic model for
program planning”
“Logic model for
program evaluation”
53 results
13 results
Google
“Logic model for
program planning”
Logic model for
program evaluation
3 million+ results
7 millon+ results
Logic models to enhance
program performance
 Ellen Taylor-Powell, Ph.D.
 Evaluation Specialist
 University of Wisconsin- Extension-Cooperative Extension
“If you don’t know where
you are going, how are
you gonna’ know when
you get there?”
Yogi Berra
Where are you going?
How will you get there?
What will show that you’ve arrived?
Adapted from University of Wisconsin- Extension-Cooperative Extension
8
Many people say
a logic model is
a road map
Adapted from University of Wisconsin- Extension-Cooperative Extension
Logic model may also be called…
Theory of change
 Program action
 Model of change
 Conceptual map
 Outcome map
 Program logic

Logic model is a…
Picture of your program or intervention
 Graphic representation of the “theory of
action” – what is invested, what is done,
and what results
 Core of planning and evaluation

Provides a common framework for your work
Definition
LOGIC
 the principles of reasoning
 reasonable
 the relationship of elements to each other and a whole
MODEL
 small object, representing another, often larger object
(represents reality, isn’t reality)
 preliminary pattern serving as a plan
 tentative description of a system or theory that accounts for all
of its known properties
The American Heritage Dictionary, 2nd Ed
The accountability era
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.

Re-inventing government, Osborne and Gaebler, 1992
Source: University of Wisconsin- Extension-Cooperative Extension
A bit of LM history

Developed in 1970s by Carol Weiss and Joseph Wholey

Many refinements and variations since added.

Logic Model details how an intervention contributes to
intended or observed results, distinguishing between short,
medium and long term results and between direct and
indirect results.

The simplest form has four parts

Come in as many sizes and shapes as the programs they
represent
Logic models can be applied to:




a small program
a process (i.e. a team working together)
a large, multi-component program
or even to an organization or business
Logic model is in widespread use
Private Sector
Public Sector: GPRA
Non-Profit Sector
International Arena
Evaluators
Simplest form
INPUTS
OUTPUTS
Adapted from University of Wisconsin- Extension-Cooperative Extension
OUTCOMES
Everyday example
H
U
N
G
R
Y
Get food
Eat food
Adapted from University of Wisconsin- Extension-Cooperative Extension
Feel better
Everyday example
H
E
A
D
A
C
H
E
Situation
Get pills
INPUTS
Take pills
Feel better
OUTPUTS
OUTCOMES
Adapted from University of Wisconsin- Extension-Cooperative Extension
Example: Every day logic model –
Family Vacation
Family Members
Drive to state park
Budget
Set up camp
Car
Camping
Equipment
Cook, play, talk,
laugh, hike
Adapted from University of Wisconsin- Extension-Cooperative Extension
Family members
learn about each
other; family
bonds; family has
a good time
Logical chain of connections showing what the
program is to accomplish
INPUTS
OUTPUTS
Program
investments
Activities
What we
invest
What
we do
Participation
OUTCOMES
Short
Who we
reach
Adapted from University of Wisconsin- Extension-Cooperative Extension
Medium
What results
Longterm
INPUTS
Program
Investments
What
we
invest
OUTPUTS
Activities
What
we do
OUTCOMES
Participation
What
we
reach
Short
Medium
What
results
Long
Term
Example: Smoke free worksites
Situation: Secondhand smoke is responsible for lung cancer, respiratory symptoms,
cardiovascular disease, and worsens asthma. Public policy change that creates smoke free
environments is the best known way to reduce and prevent smoking.
Inputs
Coalition
Time
Outputs
Assess
worksite
tobacco
policies and
practices
Worksite
owners,
managers
Outcomes
Increased
awareness of
importance of
SF worksites
Demonstrations
of public
support for SF
worksites
Dollars
Partners
Including
youth
Develop
community
support for
SF worksites
Organize
and
implement
strategy for
targeted
worksites
Unions
Workers;
union
members
Public
Increased
knowledge of
SF worksite
benefits &
options
Increased
commitment,
support and
demand for
SF worksites
Adapted from University of Wisconsin- Extension-Cooperative Extension
SF worksites
policies
drafted
SF worksite
policies
passed
Adherence
to smokefree policies
SF
worksites
Connecting outputs to
outcomes is a challenge
“I think you should be
more explicit here in
Step Two.”
Source: University of Wisconsin- Extension-Cooperative Extension
Programs aren’t linear
Feedback loops and multi-dimensions
INPUTS
Program
investments
What we
invest
OUTPUTS
Activities
What we
do
Participation
OUTCOMES
Short
Who we
reach
Adapted from University of Wisconsin- Extension-Cooperative Extension
Medium
What results
Longterm
Defining the Situation: Critical first step in logic
model development

What problematic condition exists that demands a
programmatic response?
◦
◦
◦
◦
Why does it exist?
For whom does it exist?
Who has a stake in the problem?
What can be changed?

If incorrectly understood and diagnosed,
everything that flows from it will be wrong.

Factors affecting problems: protective factors; risk factors

Review research, evidence, knowledge-base
Source: University of Wisconsin- Extension-Cooperative Extension
Defining the Situation: Critical first step
in logic model development

Traps:
◦ Assuming we know cause: symptoms vs. root causes.
◦ Framing a problem as a need where need is actually a program
or service. “Communities need leadership training” Precludes
discussion of nature of the problem: what is the problem?
Whose problem? Leads one to value provision of the service as
the result – is the service provided or not?
Source: University of Wisconsin- Extension-Cooperative Extension
Adapted from University of Wisconsin- Extension-Cooperative Extension
OUTPUTS
What we do
ACTIVITIES
Train, teach
Deliver services
Develop products
Who we reach
PARTICIPATION
and
resources
Network with others
Build partnerships
Assess
Facilitate
Work with the media
…
Participants
Clients
Customers
Agencies
Decision makers
Policy makers
Satisfaction
Adapted from University of Wisconsin- Extension-Cooperative Extension
OUTCOMES
What results for individuals, families, communities..…
SHORT
MEDIUM
LONG-TERM
Learning
Action
Conditions
Changes in
Changes in
Changes in
Awareness
 Knowledge
 Attitudes
 Skills
 Opinion
 Aspirations
 Motivation
 Behavioral
intent
Behavior
Conditions
Social (well-being)
Health
Economic
Civic
Environmental

Decision-making
Policies
Social
CHAIN
action
OF
OUTCOMES
Adapted from University of Wisconsin- Extension-Cooperative Extension
Intended Results:

Outputs (direct products of program)

Outcomes (specific changes in behavior): knowledge,
skill, status, functioning (short = 1 - 3 yr and long = 7 10 yrs)

Impact
(intended
or
not)
change,
occurring
organizations, communities, systems, due to program
in
Most Logic Models are more complex:
-
Theory approach (conceptual)
- Outcome approach (results)
- Activities approach (applied)
- No one logic model fits all needs
Theory or Conceptual Logic Model

Reason is to link ideas to explain underlying assumptions on
which a program is based

Emphasizes the assumptions or principles: "beginnings"
Eg: Ontario Public Health Standards

"This approach is intended to help move Ontario's public
health system from a focus on processes to a focus on
achieving outcomes."
Some LM’s for specific public health issues
http://www.health.gov.on.ca/en/pro/progra
ms/publichealth/oph_standards/introlm.as
px
 http://www.health.gov.on.ca/en/pro/progra
ms/publichealth/oph_standards/docs/cdplv
.pdf

What logic model is not…
 A theory
 Reality
 An evaluation
model or method
 It
is a framework for describing the
relationships between investments,
activities, and results.
 It
provides a common approach for
integrating planning, implementation,
evaluation and reporting.
Source: University of Wisconsin- Extension-Cooperative Extension
The Logic Model

There are hundreds of examples of templates on
Google, just click images and you can see.

You can also download templates from websites
such as adobe, docstoc and smart draw.
Check your logic model
1.
Is it meaningful?
2.
Does it make sense?
3.
Is it doable?
4.
Can it be verified?
Adapted from University of Wisconsin- Extension-Cooperative Extension
Logic Model helps with Evaluation
Provides
the program description that guides
our evaluation process
Helps us match evaluation to the program
Helps us know what and when to measure
 Are you interested in process and/or
outcomes?
Helps us focus on key, important information
 Prioritize: where will we spend our
limited evaluation resources?
 What do we really need to know??
Logic model in evaluation
What do you want to know?
How will you know it?
EVALUATION: check and verify
Adapted from University of Wisconsin- Extension-Cooperative Extension
Match evaluation questions to
program
INPUTS
Program
investments
OUTPUTS
Activities
Participation
OUTCOMES
Short
Medium
Evaluation questions:
What questions do you want to answer?
e.g., accomplishments at each step; expected causal links;
unintended consequences or chains of events set into motion
Indicators:
What evidence do you need to answer your questions?
Adapted from University of Wisconsin- Extension-Cooperative Extension
Longterm
What do you want to know about your program?
Evaluation: What to measure – when?
What
amount of $
and time
were
What did the
program
actually
consist of?
Who actually
participated in
what? Did this
meet our target?
To what extent
did knowledge
and skills
increase?
To what extent
did practices
change?
invested?
Adapted from University of Wisconsin- Extension-Cooperative Extension
To what extent
did phosphorus
reduce?
Savings accrue
to farmers?
Logic model with indicators for Outputs
and Outcomes
Outputs
Program
implemented
Number of
workshops
held
Quality of
workshops
Outcomes
Targeted
farmers
Farmers learn
Number
and percent
of farmers
attending
Number and
percent who
increase
knowledge
Farmers
practice new
techniques
Number and
percent who
practice new
techniques
Adapted from University of Wisconsin- Extension-Cooperative Extension
Farm
profitability
increases
Number and
percent
reporting
increased
profits; amount
of increase
Typical activity indicators to track




Amount of products,
services delivered
#/type of customers/clients
served
Timeliness of service
provision
Accessibility and
convenience of service
- Location; hours of operation;
staff availability



Accuracy, adequacy,
relevance of assistance
Courteousness
Customer satisfaction
Source: University of Wisconsin- Extension-Cooperative Extension
For example:
# of clients served
# of consultations
# of workshops held
# of attendees
# of referrals
Quality of service
Methods of data collection
Sources
Existing
of Information

Data Collection
Methods

Survey
Interview
Test
Observation
Group techniques
Case study
Photography
Document review
Expert or peer review
data
- Program records, attendance
logs, etc
- Pictures, charts, maps, pictorial
records
Program
participants
Others: key informants,
nonparticipants, proponents,
critics, staff, collaborators,
funders, etc.








Source: University of Wisconsin- Extension-Cooperative Extension
BENEFITS:







Provides a common language
Helps us differentiate between “what we do”
and “results” --- outcomes
Increases understanding about program
Guides and helps focus work
Leads to improved planning and management
Increases intentionality and purpose
Provides coherence across complex tasks,
diverse environments
Enhances team work
 Guides prioritization and allocation of
resources
 Motivates staff
 Helps to identify important variables to
measure; use evaluation resources
wisely
 Increases resources, opportunities,
recognition
 Supports replication
 Often is required!

Limitations
Logic Model…
 Represents intention, is not reality
 Focuses on expected outcomes
 Challenge of causal attribution
Many factors influence process and outcomes
 Doesn’t address:
Are we doing the right thing?
Cautions:







Can become too time consuming – and just
paperwork
May become too focused on outcomes without
adequate attention to inputs and outputs and the
logical relationships that connect them to end
results
May end up perfecting the key to the wrong lock
- Is the program focusing on the right thing?
Mixing levels within one logic model
Attending to context only at front end
Thinking that logic model has to be “correct”
- Map of Pyrennes vs Alps
Becomes ‘fixed’ rather than flexible and dynamic
Cautions
Logic Model…
 Represents reality, is not reality
 Challenge of causal attribution
Many factors influence process and outcomes
 Doesn’t address: Are we doing the right thing?
 Time Consuming – Paperwork
 Too much focus on outcomes
 Too little focus on testing the theory
Summing up
Demonstrates accountability with focus
on outcomes
 Links activities to results: Prevents
mismatches
 Integrates planning, implementation,
evaluation and reporting
 Creates understanding
 Promotes learning
 A way of thinking – not just a pretty
graphic

 Logic
modeling is a way of thinking…
not just a pretty graphic
“We build the road and the road builds us.”
-Sri Lankan saying
Source: University of Wisconsin- Extension-Cooperative Extension
REFERENCES AND RESOURCES

Center for Disease Control and Prevention, Washington, DC
www.cdc.gov/eval/resources/index.htm

Demystifying the Logic Model by T. Gale of Western Virginia
University Extension Services
http://www.pawv.org/conferences/logicmodel.pdf

Isaacs, B., Clark, C., Correia, S., & Flannery, J. (2009).
Utility of logic models to plan quality of life outcome
evaluations. Journal Of Policy And Practice In Intellectual
Disabilities, 6(1), 52-61. doi:10.1111/j.1741-
1130.2008.00197.x

Kellogg Institute
http://www.wkkf.org/knowledge-center/resources/2006/02/wkkellogg-foundation-logic-model-development-guide.aspx

Nathan Garber
(*scroll down for list of resources)
http://garberconsulting.com/Program_Logic_Model.htm

Ontario Ministry of Health
http://www.phac-aspc.gc.ca/phppsp/pdf/toolkit/logic_model_e.pdf

Program evaluation models and related theories: AMEE Guide No. 67
http://informahealthcare.com/doi/abs/10.3109/0142159X.2012.66863
7

Region of Waterloo
http://chd.region.waterloo.on.ca/en/partnersProfessionals/resourc
es/PROGRAM_LOGIC_MODEL.pdf

University of Idaho Extension
http://www.uiweb.uidaho.edu/extension/LogicModel.pdf

University of Toronto, The Health Promotion Centre toolkit
http://www.thcu.ca/infoandresources/publications/logicmodel.wk
bk.v6.1.full.aug27.pdf

University of Wisconsin Extension Services
http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.htm
l
LOGIC MODEL - Templates

University of Wisconsin - Extension:
http://www.uwex.edu/ces/pdande/evaluation/evallogicmodelworksheets.html

Ontario Project for Inter Clinic Community Organizing:
http://www.opicco.org/?q=Logic_model_templates

Canadian International Development Agency:
http://www.acdi-cida.gc.ca/acdi-cida/ACDI-CIDA.nsf/En/ANN-923155220-RB9