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PRESENTED BY Gillian Farns

ASSIGNMENT 1 LOGIC MODEL GERO 400 PRESENTED TO DR. SUSAN CRAWFORD . PRESENTED BY

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PRESENTED BY Gillian Farns

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  1. ASSIGNMENT 1 LOGIC MODEL GERO 400 PRESENTED TO DR. SUSAN CRAWFORD PRESENTED BY Gillian Farnsworth (301103354) Vikki Ram (301204983) Chester Sun (973013826)

  2. SFU libraryhttp://www.lib.sfu.ca/help/subject-guides/gerontology/gero400

  3. Grey Lit Community Health Online Digital Archive Research Resource(CHODARR)

  4. Logic model for program evaluation “Logic model for program planning” 7 millon+ results 3 million+ results

  5. Logic models to enhance program performance Ellen Taylor-Powell, Ph.D. Evaluation Specialist University of Wisconsin- Extension-Cooperative Extension

  6. “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

  7. Many people say a logic model is a road map Adapted from University of Wisconsin- Extension-Cooperative Extension

  8. Logic model may also be called… Theory of change Program action Model of change Conceptual map Outcome map Program logic

  9. Provides a common framework for your work 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

  10. Definition The American Heritage Dictionary, 2nd Ed • 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

  11. 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

  12. 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

  13. 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

  14. Logic model is in widespread use Private Sector Public Sector: GPRA Non-Profit Sector International Arena Evaluators

  15. Simplest form INPUTS OUTPUTS OUTCOMES Adapted from University of Wisconsin- Extension-Cooperative Extension

  16. Everyday example H U N G R Y Getfood Eat food Feel better Adapted from University of Wisconsin- Extension-Cooperative Extension

  17. Everyday example H E A D A C H E Getpills Takepills Feel better Situation INPUTS OUTPUTS OUTCOMES Adapted from University of Wisconsin- Extension-Cooperative Extension

  18. Example: Every day logic model – Family Vacation Family Members Drive to state park Family members learn about each other; family bonds; family has a good time Budget Set up camp Car Cook, play, talk, laugh, hike Camping Equipment Adapted from University of Wisconsin- Extension-Cooperative Extension

  19. Logical chain of connections showing what the program is to accomplish INPUTS OUTPUTS OUTCOMES Long-term Program investments Activities Participation Short Medium What we do Who we reach What we invest What results Adapted from University of Wisconsin- Extension-Cooperative Extension

  20. 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 Outputs Outcomes Assess worksite tobacco policies and practices Demonstrations of public support for SF worksites Increased awareness of importance of SF worksites Worksite owners, managers Coalition Time Dollars Partners Including youth Increased knowledge of SF worksite benefits & options SF worksites Develop community support for SF worksites SF worksites policies drafted Unions Workers; union members SF worksite policies passed Organize and implement strategy for targeted worksites Increased commitment, support and demand for SF worksites Public Adherence to smoke-free policies Adapted from University of Wisconsin- Extension-Cooperative Extension

  21. 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

  22. Programs aren’t linear Feedback loops and multi-dimensions INPUTS OUTPUTS OUTCOMES Program investments Activities Participation Short Medium Long-term What we invest What we do Who we reach What results Adapted from University of Wisconsin- Extension-Cooperative Extension

  23. 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

  24. 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

  25. Adapted from University of Wisconsin- Extension-Cooperative Extension

  26. Satisfaction Adapted from University of Wisconsin- Extension-Cooperative Extension

  27. C H A I N OF O U T C O M E S Adapted from University of Wisconsin- Extension-Cooperative Extension

  28. 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 in organizations, communities, systems, due to program

  29. Most Logic Models are more complex: • Theory approach (conceptual) - Outcome approach (results) - Activities approach (applied) - No one logic model fits all needs

  30. 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."

  31. Some LM’s for specific public health issues • http://www.health.gov.on.ca/en/pro/programs/publichealth/oph_standards/introlm.aspx • http://www.health.gov.on.ca/en/pro/programs/publichealth/oph_standards/docs/cdplv.pdf

  32. 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

  33. 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.

  34. Check your logic model Is it meaningful? Does it make sense? Is it doable? Can it be verified? Adapted from University of Wisconsin- Extension-Cooperative Extension

  35. 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??

  36. 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

  37. Match evaluation questions to program INPUTS OUTPUTS OUTCOMES Program investments Activities Participation Short Medium Long-term 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

  38. What do you want to know about your program? Evaluation: What to measure – when? To what extent did phosphorus reduce? Savings accrue to farmers? What amount of $ and time were invested? 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? Adapted from University of Wisconsin- Extension-Cooperative Extension

  39. Logic model with indicators for Outputs and Outcomes Outputs Outcomes Farmers practice new techniques Farm profitability increases Program implemented Targeted farmers Farmers learn Number of workshops held Quality of workshops Number and percent reporting increased profits; amount of increase Number and percent of farmers attending Number and percent who increase knowledge Number and percent who practice new techniques Adapted from University of Wisconsin- Extension-Cooperative Extension

  40. Typical activity indicators to track For example: # of clients served # of consultations # of workshops held # of attendees # of referrals Quality of service • 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

  41. Methods of data collection • Sources of Information • Existing data • Program records, attendance logs, etc • Pictures, charts, maps, pictorial records • Program participants • Others: key informants, nonparticipants, proponents, critics, staff, collaborators, funders, etc. Data Collection Methods Survey Interview Test Observation Group techniques Case study Photography Document review Expert or peer review Source: University of Wisconsin- Extension-Cooperative Extension

  42. 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

  43. 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!

  44. 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?

  45. 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

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