Mapping the logic behind your programming Primary Prevention Institute 20151

Initial thoughts about creating logic models: Primary Prevention Institute 20152

Learning Objectives:  Identify and describe the value and utility of creating a logic model for program design  Define the main terms that facilitate the creation of a logic model Primary Prevention Institute 20153

“But I can’t explain how I do the magic that is our program…!” I sit at my desk Something happens The world is a better place Primary Prevention Institute 20154

What is a logic model?  Logic modeling offers an organized way of defining your program goals, services, and measurable outcomes by producing:  An inventory of what you have and what you need to operate your program  A strong case for how and why your program will produce desired results  A method for program management and assessment Primary Prevention Institute 20155

Main Components Problem Statement: Goal Statement: Primary Prevention Institute 20156

Charting the course  Visual representation that can be used by program staff, agency administration and leadership, and funders Primary Prevention Institute 20157

But I have a workplan!  Logic model: Why the things you are doing will get you where you want to go  Scope of work or workplan: How you will get something done Primary Prevention Institute 20158

Steps to creating a logic model ResourcesActivitiesOutputsOutcomesImpact Assumptions and External Factors Problem Statement: Goal Statement: Primary Prevention Institute 20159

Problem Statement  Briefly explain what needs to change  Why is there a need for intervention?  What community problem does my program solve?  Include: who, what, why, where, when & how? Primary Prevention Institute

Problem Statement Let’s create a problem statement for drinking and driving. Primary Prevention Institute

Goal Statement  Capture the overall purpose of your program  What are you trying to accomplish over the life of the program?  Goal statement = solution to your problem statement  Goals should:  Include the intended results of the program  Specify the target population Primary Prevention Institute

Goal Statement  Let’s create a goal statement for drinking and driving. Primary Prevention Institute

Your planned work ResourcesActivitiesOutputsOutcomesImpact Assumptions and External Factors Primary Prevention Institute

Resources (Inputs)  Identify the available resources for your program  Consider: staff, financial, space, technology, equipment, materials Primary Prevention Institute

Activities  The actions required to implement your program  What will you do with resources to achieve goal?  Examples: developing products, providing services, engaging in policy advocacy, building infrastructure Primary Prevention Institute

Needed Capacity  Identify the capacity you need for your program to be a success  Consider: staff, financial, space, technology, equipment, materials Primary Prevention Institute

Group Activity: Texting & Driving  What resources do we have?  What activities will help us reach our goal?  Let’s keep in mind that our activities should be connected to our theory of change! Primary Prevention Institute

Your intended results ResourcesActivitiesOutputsOutcomesImpact Assumptions and External Factors Primary Prevention Institute

Outputs  Measurable, tangible, and direct products of program activities  Expressed in terms of size and/or scope of services  Quantities: # classes taught, # of clients served, curricula developed  DOES NOT reveal anything about quality Primary Prevention Institute

Outcomes  The changes that occur or the difference that is made during or after the program  What difference does the program make?  What does success look like?  Should be: phrased in terms of change & measurable Primary Prevention Institute

Types of Change  Knowledge  Attitude  Belief  Behavior Primary Prevention Institute

Focus of Outcomes  Individual, client-focused  Family or community  Systemic  Organizational Primary Prevention Institute

Chain of Outcomes  Short-term  What change do you expect to occur either immediately or in the near future?  Intermediate  What change do you want to occur after that?  Long-term  What change do you hope will occur over time? Primary Prevention Institute

SMART  Outcomes and Impacts should be SMART:  Specific  Measurable  Action-oriented  Realistic  Timed Primary Prevention Institute

Identify impact  Fundamental intended or unintended change occurring in organizations/communities or systems as a result of program activities  Getting to impacts can be a slowwww moving process Primary Prevention Institute

The things we can’t control! ResourcesActivitiesOutputsOutcomesImpact Assumptions and External Factors Primary Prevention Institute

Assumptions  Conditions that are necessary to program success BUT that you believe already exist  Can refer to facts or special circumstances in our community, region, and/or field Primary Prevention Institute

External and Influential Factors Culture Physical Environment Economic Structure Housing Patterns Demographics Experience of participants Changes in these contextual factors may require program adjustments Primary Prevention Institute

Where do I start? Gather a team! Primary Prevention Institute

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Main Components Problem Statement: Goal Statement: Primary Prevention Institute

Put the Logic Model to Work  Build Clarity  Communicate  Tell your story  Evaluate Primary Prevention Institute