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HOUSEKEEPING

HOUSEKEEPING. All participants are automatically muted by webinar administrators. Please type them in using the Chat feature. This Webinar will be recorded and posted on websites of the participant CBA programs. THIS WEBINAR IS PART OF THE GRANT WRITING PREPAREDNESS SERIES.

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HOUSEKEEPING

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  1. HOUSEKEEPING All participants are automatically muted by webinar administrators. Please type them in using the Chat feature. This Webinar will be recorded and posted on websites of the participant CBA programs

  2. THIS WEBINAR IS PART OF THE GRANT WRITING PREPAREDNESS SERIES CO-HOSTED BY: SHARED ACTION, AIDS PROJECT LOS ANGELES CAPACITY FOR HEALTH, ASIAN AND PACIFIC ISLANDER AMERICAN HEALTH FORUM CA STD/HIV PREVENTION TRAINING CENTER

  3. TODAY’S WEBINAR: WAS DEVELOPED BY: Capacity for Health at APIAHF, a Capacity Building Assistance Program, with offices in San Francisco and Washington D.C.

  4. WHO WE ARE: Weare funded by TheCenters for Disease Control and Prevention (CDC) toprovide FREE trainings and one-on-one technical assistance for community-based organizations (CBOs) on: • Organizational Infrastructure and Program Sustainability, • Evidence-Based Interventions (EBIs) and Public Health Strategies, and • Monitoring and Evaluation.

  5. Developing Logic Models Webinar: This Webinar will be recorded and made available through our websites along with copies of the slides

  6. DEVELOPING LOGIC MODELS LeConté Dill, DrPH (c), MPH Experience: Evaluation Consultant at the American Red Cross, AIDS Service Center, and Berkeley Youth Alternatives Centers for Disease Control & Prevention City of Berkeley Public Health Division UC Berkeley Center for Cities & Schools Education: UC Berkeley School of Public Health UCLA School of Public Health Spelman College Teaching: Program Planning & Evaluation Pedagogy Sociology of the Family

  7. TOPICS OF THIS WEBINAR Introductions Conversations and Questions What a Logic Model is…and is not Examples of Logic Models The Simple Form of a Logic Model

  8. LEARNING OBJECTIVES By the end of this Webinar, participants will: • Have expanded their conceptualization of Logic Models • Have a toolkit of various types of Logic Models • Be able to use Logic Models as a tool for program planning • Have at least one practical goal for improving the current elements of their program(s)

  9. What a Logic Model Is … and Is Not First Quarter

  10. ON LOGIC… • The relationship between elements, and the relationship between an element and the whole

  11. SOME HISTORY Logic Models: • Were originally created by evaluators in the 1970s • Became more popular with the W.K. Kellogg Foundation’s and CDC’s use in the 1990s

  12. WHAT IS A LOGIC MODEL? • A systematic and visualway to share and present your understanding of the relationships among the resourcesyou have to operate your program, the activities you plan, and the changes or results you hope to achieve. ∆ $

  13. What A Logic Model Is Not It is not reality. Is a simple model that represents program intention. It is not complete. It does not display many cultural, social, and environmental factors that influence process and outcomes outside the program Does not prove causal attribution of the intervention to the change It is not a Theory of Change. But it relies on a social or behavioral theory or other theory of change. Doesn’t address: Are we doing the right thing?

  14. A THEORY OF CHANGE…PROVIDES RATIONALE It provides rationale for the arrowsin a logic model. Learn and practice menu planning & cooking skills Teens eat better Program provides cooking classes to teens Improved nutritional health Gain knowledge of healthy foods and shopping tips Teens cook for family weekly It is the scientific or other basisforthe “logic” in the logic model. Receive nutritious free food for family Example from Dr. Lyn Paleo

  15. WHY USE A LOGIC MODEL? • The road most traveled by…

  16. WHY USE A LOGIC MODEL? • Makes Program Theory Explicit • “Connects the dots” between resources, activities and outcomes • Assists with planning • See where we are, and where we want to be • Identify gaps in goals or activities • Clarifies What to Evaluate • Helps with communication and consensus-building

  17. Logic Model: Simple Form SECOND Quarter

  18. EVERYDAY LOGIC MODEL H E A D A C H E Headache gone; Return to work Get pills Take pills Example from Dr. James Glasnapp

  19. LOGIC MODELS IN PROGRAM PLANNING W.K. Kellogg Foundation

  20. Logic Model: Simple Form Source: Kellogg Foundation, Logic Model Development Guide, www.wkkf.org Ifthese benefits to participants are achieved, thencertain changes in organizations, communities, or systems might be expected to occur Ifyou accomplish your planned activities, thenyou hopefully deliver the amount of product or service that you intended Ifyou accomplish your planned activities to the extent you intended, thenyour participants will benefit in certain ways Ifyou have access to them, thenyou can use them to accomplish your planned activities Certain resources are needed to operate the program Resources / inputs Activities Outputs Outcomes Impact

  21. COMMON ELEMENTS IN LOGIC MODELS • Resources / Inputs • What we invest • Activities / Outputs • Activities: What we do • Participation: Who we reach • “Chain of Outcomes” • Short-Term (1 to 3 years) • Medium – Term (4 to 6 years) • Long – Term (Impact: 7 – 10 years) • Connectors • Arrows are really “If-Then Statements”

  22. Logic Models: Simple Form Resources / Inputs Activities Outputs Outcomes Impact

  23. FACULTY STAFF MONEY TIME VOLUNTEERS PARTNERS EQUIPMENT INPUTS

  24. What we doWho we reach OUTPUTS ACTIVITIES Workshops Counseling Facilitation Product development Curriculum design Trainings Field days Conferences PARTICIPATION Participants Clients Customers Users

  25. What results for individuals, organizations, communities..… OUTCOMES SHORT Learning Awareness Knowledge Attitudes Skills Opinion Aspirations Motivation MEDIUM Action Behavior Practice Decisions Policies Social action LONG-TERM Conditions Human Economic Civic Environment

  26. Outcomes for Different Types of Programs

  27. PROGRAMS WITH FACE-TO-FACE CONTACT

  28. SOCIAL MARKETING PROGRAMS

  29. POLICY AND ADVOCACY PROGRAMS http://www.planning.continuousprogress.org/

  30. TIPS ON CREATING A LOGIC MODEL • A logic model should be easy to read and understandby stakeholders who are only somewhat familiar with your program. • Make it clear who does what and who receives what. Subject – verb – object • Achieve a balance between showing enough detail and not too much detail.

  31. Logic Models: Examples THIRD Quarter

  32. HIV PREVENTION EXAMPLES www.effectiveinterventions.org/Files/MP_LogicModel.pdf

  33. HIV PREVENTION EXAMPLES www.effectiveinterventions.org/Files/SISTA_Logic_Model.pdf

  34. HIV PREVENTION EXAMPLES http://www.effectiveinterventions.org/Files/FOY_Logic_Model.pdf

  35. HIV PREVENTION EXAMPLES www.effectiveinterventions.org/Files/10-0204_Safety_Counts_Logic_Model_(view).pdf

  36. ADDITIONAL EXAMPLES

  37. ADDITIONAL EXAMPLES W.K. Kellogg Foundation

  38. ADDITONAL EXAMPLES The VERB™ Campaign Logic Model: A Tool for Planning and Evaluation Marian Huhman, PhD,Carrie Heitzler, MPH, and Faye Wong, MPH, RD Preventing Chronic Disease v.1(3); Jul 004 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1253476/

  39. ADDITIONAL EXAMPLES www.cchers.org

  40. ADDITIONAL EXAMPLES http://eobhc.net/docs/

  41. Fleshing Out The Simple Form Resources In order to accomplish out set of activities, we will need the following: Activities In order to address our problem or asset, we will conduct the following: Outputs Once completed or underway, these activities will produce the following evidence of service delivery: Outcomes If completed or ongoing, these activities will lead to the following changes in the next 1-3 years, then 4-6 years: Impact If completed, these activities will lead to the following changes in the 7-10 years:

  42. CHECKING YOUR LOGIC • Are the outcomes really outcomes? • Is the longest-term outcome meaningful? • Is it logical? • Is it realistic? • Does it represent the program’s purpose; response to the situation?

  43. LINKS TO GOALS AND OBJECTIVES

  44. Goals Process Objectives Outcome Objectives

  45. “Funding, expertise and supplies provided by this project to train community health workers to establish and maintain a misoprostol distribution system and to provide appropriate community health education will result in adequate and consistent supply of misoprostol and a community education network that will lead to increased acceptability of misoprostol and increased use of misoprostol by women. These changes will contribute to improving the health status of the women by reducing the morbidity and mortality related to postpartum hemorrhage.” Example from Dr. Julianna Deardorff

  46. “Funding, expertise and supplies provided by this project to train community health workers to establish and maintain a misoprostol distribution system and to provide appropriate community health education will result in adequate and consistent supply of misoprostol and a community education network that will lead to increased acceptability of misoprostol and increased use of misoprostol by women. These changes will contribute to improving the health status of the women by reducing the morbidity and mortality related to postpartum hemorrhage.” Dr. Julianna Deardorff

  47. “Funding, expertise and supplies provided by this project to train community health workers to establish and maintain a misoprostol distribution system and to provide appropriate community health education will result in adequate and consistent supply of misoprostol and a community education network that will lead to increased acceptability of misoprostol and increased use of misoprostol by women. These changes will contribute to improving the health status of the women by reducing the morbidity and mortality related to postpartum hemorrhage.” Dr. Julianna Deardorff

  48. “Funding, expertise and supplies provided by this project to train community health workers to establish and maintain a misoprostol distribution system and to provide appropriate community health education will result in adequate and consistent supply of misoprostol and a community education network that will lead to increased acceptability of misoprostol and increased use of misoprostol by women. These changes will contribute to improving the health status of the women by reducing the morbidity and mortality related to postpartum hemorrhage.” Dr. Julianna Deardorff

  49. “Funding, expertise and supplies provided by this project to train community health workers to establish and maintain a misoprostol distribution system and to provide appropriate community health education will result in adequate and consistent supply of misoprostol and a community education network that will lead to increased acceptability of misoprostol and increased use of misoprostol by women. These changes will contribute to improving the health status of the women by reducing the morbidity and mortality related to postpartum hemorrhage.” Dr. Julianna Deardorff

  50. “Funding, expertise and supplies provided by this project to train community health workers to establish and maintain a misoprostol distribution system and to provide appropriate community health education will result in adequate and consistent supply of misoprostol and a community education network that will lead to increased acceptability of misoprostol and increased use of misoprostol by women. These changes will contribute to improving the health status of the women by reducing the morbidity and mortality related to postpartum hemorrhage.” Dr. Julianna Deardorff

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