LOGIC MODEL: A Program Performance Framework

2. LOGIC MODEL: A Program Performance Framework New Educator OrientationSept. 30, 2010 Oklahoma State University Stillwater, OK

3. New Educator Thought for the Day “People don’t care how much you know until they know how much you care.” • Unknown This will serve you well as you begin your career in Extension

4. OCES Program Planning • OCES works within broad program guidelines. • Long Range Plan of Work • Rolling Plan of Work • Typically 3 years or more, but is flexible • Short term Planning to Accomplish Longer Term Goals • Annual Implementation Timeline • This is your roadmap

5. Just What Is A LOGIC Model? The program logic model is defined as: A picture of how our organization does its work—the theory and assumptions underlying the program. A program logic model links outcomes (both short- & long-term) with program activities/processes and the theoretical assumptions/principles of the program.

6. What is a Logic Model? • A simplified picture of a program, initiative or intervention in response to a given situation. • Shows the logical relationships among the resources that are invested, the activities that take place and the benefits or changes that result. • Some call this ‘program theory’ • Logic modeling is really a way of thinking! • A bridge between where you are and where you want to be with your programs.

7. LOGIC If you don’t know where you’re going, how are you gonna’ know when you get there? Yogi Berra

8. Brief History • Logic Models Aren’t New • Date back to the 1970s • Suchman (1967), Weiss (1973, Bennett (1976), others • Used Many Places: • Private Sector • TQM • Public Sector • Govt. Performance Results Act 1993 • Set Standards for Measuring Performance • Non-Profit Sector • United Way • International Donor Agencies • Evaluators

9. Goals for Today Learn about LOGIC Models A basic introduction to the logic model as an action-oriented tool for program planning and evaluation Practical Applications of LOGIC Models in your programs

10. WHY LOGIC MODELS? Shows difference between what we do and impact we are having Provides a common vocabulary Focus on quality and continuous improvement

11. What is a Logic Model? A systematic and visual way (road map) to present and share your understanding of the relationships among: Resources you have to operate your program The activities you plan to do The changes or results you hope to achieve It’s a map of how you think your program will work from start to finish.

12. Logic Model Common Vocabulary S I T U A T I O N INPUTS OUTPUTS OUTCOMES Government reports, OCES reports, Grant applications

13. Everyday Logic Model H E A D A C H E Getpills Takepills Feel better Logical progression, common sense

14. Everyday Logic Model H U N G E R Find Food Eat Food Feel better Logical progression, common sense

15. Logic Model • OCES Logic Models will be somewhat more complicated, but remembering the simple examples should keep them from becoming overwhelming or intimidating.

16. An Extension Example: Healthy Eating for Oklahoma Youth Extension invests time and resources A variety of educational activities are provided to youth who participate (outputs) These owners gain knowledge and change practices resulting in improved nutrition and better long-term health. (outcomes)

17. Another Example • Situation: Cattle Stocking Rates are generally considered too great for the carrying capacity of the land, resulting in weed encroachment and poor cattle performance. • Outputs: A series of educational programs regarding determining and implementing appropriate stocking rates is developed, marketed, promoted, delivered, and evaluated. • Outcome: Stocking rates are reduced to the carrying capacity of the land, resulting in better cattle performance and increased potential for profit.

20. LOGIC MODEL: Program Performance INPUTS OUTPUTS OUTCOMES Activities Participation Short Medium Long-term Program investments What we invest What we do Who we reach What results

21. IF : THEN The IF:THEN relationship provides for the development of the LOGIC MODEL. The Logic MODEL is important to OCES because our current( 07-11) federal Plan of Work is designed around it. So…Logic tells us the Logic Model is important at the local level.

22. Logical Linkages:Series of If-Then Relationships IF THEN IF THEN IF THEN IF THEN INPUTS OUTPUT OUTCOMES Clients will have needs met OCES invests time & money Resource inventory can be developed Clients will know what is available Clients will access services

23. IF : THEN “IF: the purpose of youth groups is to develop leadership and citizenship skills (Wylie, 1990), and IF: we know that skills developed in one’s youth carry into adulthood (Ladewig & Thomas, 1987), THEN: youth leadership organizations should be able to document how their alumni are impacting the communities in which they reside…” (Pennington & Edwards, 2004)

24. OUTCOMES-IMPACT OUTPUTS INPUTS Short Medium Long-term Activities Participation S What the medium term results are What the short term results are I What the ultimate impact(s) is What we invest What we do Who we reach T U Staff Workshops Participants Learning Action Conditions Volunteers Meetings Customers A Time Counseling Citizens Awareness Behavior T Money Facilitation Knowledge Practice Social Materials Assessments Attitudes Decisions Economic I Equipment Product dev. Skills Policies Civic Technology Media work Opinions Social action O Environmental Partners Recruitment Aspirations Training Reactions N Motivations ENVIRONMENT Influential factors LOGIC MODEL: Program Performance Framework

25. Environment–Influential Factors Extension program does not exist in a vacuum (other educational sources) Context of the program(other sources of behavior changes) politics, family circumstances, cultural milieu, demographics, economics, values, biophysical environment, policies, services What affects the program over which you have little control?

26. Do the Outcomes First I definitely advocate doing the outcomes first! I find that people come up with much more effective activities when they do. Use the motto, “ plan backward, implement forward.” Beverly Anderson Parsons, WKKF Cluster Evaluator

27. PLANNING Implement and Evaluate INPUTS OUTPUTS OUTCOMES • Programmatic • investments • i Short Medium Long term Activities Participation

28. Outcomes • Are they Important? • Are they Reasonable? • Are they Realistic? • Are there Negative Consequences? S.M.A.R.T. • Specific • Measurable • Attainable • Realistic • Timed

29. INPUTS OUTPUTS OUTCOMES Parents increase knowledge of child dev Develop parent ed curriculum Staff Parents use improved parenting skills Reduced rates of child abuse & neglect Targeted parents attend Money Deliver 6 interactivesessions Parents learn new ways to discipline Partners Research INDICATORS???

30. Progressive Outcome Relationships SHORT MEDIUM LONG-TERM Seniors increase Practice safe cooling of food; food preparation guidelines Lowered incidence of food borne illness knowledge of food contamination risks Participants increase Establish financial goals, Reduced debt and knowledge and skills in use spending plan increased savings financial management Community increases Residents and employers Child care needs are met understanding of discuss options and childcare needs implement a plan Empty inner city parking Youth and adults learn Money saved, nutrition lot converted to gardening skills, nutrition, improved, residents enjoy community garden greater sense of food preparation and mgt. community

31. Logic model with Indicators for Outputs and Outcomes Outputs Outcomes Farmers practice new techniques Farm profitability increases Program implemented Targeted farmers Farmers learn Number and percent of farmers attending Number and percent who learned content Number and percent who adopted practices Number of workshops held Number and percent show improved farm profits; amount of increase

32. Where Does Evaluation Fit? INPUTS OUTPUTS OUTCOMES Parents increase knowledge of child dev Design parent ed curriculum Staff Parents use improved parenting skills Reduced rates of child abuse & neglect Targeted parents attend Money Provide 6 training sessions Parents learn new ways to discipline Partners EVALUATION: What do you want to know? How will you know it? Quality of curriculum # of sessions delivered # parents attending/session which parents % of parents Increase in knowledge/skill- post session survey Actual use - follow-up phone interview Decrease in rates - agency records

33. Last Slide View evaluation as learning - integrate into the way we work Build evaluation in upfront Ask ‘tough questions’ Make measurement meaningful Be accountable for highest professional standards

34. Summary • Think of the Logic Model as Your “Roadmap” • Provides a graphic description of a program (process, event, community initiative) • Shows the relationship of program inputs and outputs to expected results (outcomes) • Makes explicit the underlying theory of a program

35. Summary • Made up of six components: • Situation • Inputs • Outputs • Outcomes • Assumptions • External Factors

36. Logic Model Websites http://www.uwex.edu/ces/lmcourse/ http://www.wkkf.org/Pubs/Tools/Evaluation/Pub3669.pdf http://www.uidaho.edu/extension/LogicModel.pdf Or goto google.com, search for “logic model program evaluation”

37. Be aggressive in your programming • Establish needs early on • Recognize things change • Extension must be flexible • Be a risk taker • Utilize volunteers

38. New Educator Thought for the Day • “People don’t care how much you know until they know how much you care.” • Unknown • This will serve you well as you begin your career in Extension

39. New Educator Thought for the Day • “People don’t care how much you know until they know how much you care.” • Unknown • This will serve you well as you begin your career in Extension

40. New Educator Thought for the Day • “People don’t care how much you know until they know how much you care.” • Unknown • This will serve you well as you begin your career in Extension

41. Last Slide, Really!! Questions?