How to Develop a Program Logic Model
Learning objectives
By the end of this presentation, you will be able to:
• Describe what a logic model is, and how it can be useful
to
your daily program operations
• Identify the key components of a logic model
• Develop a logic model for your program
• Use a logic model for evaluation planning
Overview of presentation
• A program’s theory of change and logic model
• Uses of logic models
• Components of a logic model
• How to read a logic model
• How to develop a logic model
• How to apply logic models to evaluation
What is a program’s theory of change?
• The general underlying idea of how you believe your
intervention will create change.
• There are three main elements:
For an overview of theory of change and evidence, CNCS grantees can refer to the
modules, “Designing Effective Action for Change” and “Evidence: What It Is and Where to
Find It”, respectively, located on the Knowledge Network.
Example of a program’s theory of change
Theory of change for a nutrition assistance program:
Problem/Need
Intervention
Intended Outcome
What is a logic model?
• A detailed visual representation of a program and its
theory of change.
• Communicates how a program works by depicting the
intended relationships among program components:
– Inputs or resources
– Activities
– Outputs
– Outcomes
Outcomes
Why develop a logic model?
• Generate a clear and shared understanding of how a
program works
• Support program planning and improvement
• Serve as foundation for evaluation
Key components of a logic model
• Inputs or resources
• Activities
• Outputs
• Outcomes (short-, medium- and long-term)
Outcomes
Key components of a logic model
• Inputs or resources include the human, financial,
organizational, and community resources available for
carrying out a program’s activities.
• Examples:
– Funding
– Program staff
– AmeriCorps members
– Volunteers
– Research
Source: W.K. Kellogg Foundation Evaluation Handbook (2004)
Key components of a logic model
• Activities are the processes, tools, events, and actions
that are used to bring about a program’s intended
changes or results.
• Examples:
– Workshops on healthy food options
– Food preparation counseling
– Referrals to food programs and resources
Source: W.K. Kellogg Foundation Evaluation Handbook (2004)
Key components of a logic model
• Outputs are the direct
products of a program’s activities
and may include types, levels and targets of services to
be delivered by the program.
• Examples:
– # individuals attending workshops
– # individuals rece
iving services
– # individuals receiving referra
ls
Source: W.K. Kellogg Foundation Evaluation Handbook (2004), Adapted
Key components of a logic model
• Outcomes are the expected changes in the population
served that result from a program’s activities and fall along
a continuum, ranging from short to long term results:
– Short-term: changes in knowledge, skills, and/or attitudes (e.g., ↑
knowledge healthy choices)
– Medium-term: changes in behavior or actio
n (e.g., ↑ adoption of
healthy food practices)
– Long-term: changes in condition or status in life (e.g., ↑ f
ood
security)
Source: W.K. Kellogg Foundation Evaluation Handbook (2004), Adapted
Difference between outputs and outcomes
Outputs Outcomes
• Direct products of a program’s
act
ivities/services
• Often expressed numerically
or
quantified in some way
• Examples:
# attending workshops
# receiving services
# receiving referrals
• Changes resulting from
a
program’s activities/services
• Quantify changes in
knowl
edge, attitude, behavior,
or condition
• Examples:
↑ knowledge healthy choices
↑ adoption healthy practices
↑ food security
How to read a logic model
• Read from left to right
• Two “sides” to a logic model - a process side and an
outcomes side
How to create a logic model
• Two main approaches are used to create a logic model:
– Reverse logic (right to left) – asks “but how” questions
– Forward logic (left to right) – uses “if…then” statements
How to create a logic model using forward
logic
Forward logic uses “if-then” statements.
Resources/
Inputs
Activities Outputs
Short-term
Outcomes
Long-term
outcomes
If you
accomplish
your planned
activities, then
you will
hopefully deliver
the amount of
product and/or
service that
you intended
If you
accomplish your
planned
activities to the
extent you
intended, then
participants will
benefit in
learning,
knowledge,
attitude, and
skills
If changes in
behavior and
action are
achieved, then
changes in
social,
economic,
health, civic
and/or
environmental
conditions or
status might be
expected to
occur
If you have
access to
them, then you
can use them to
accomplish
your planned
activities
Certain
resources are
needed to
operate your
program
Medium-term
Outcomes
If these benefits
are achieved,
then changes in
behavior and
action that result
from
participants’
new knowledge
are expected to
occur
Source: W.K. Kellogg Foundation Evaluation Handbook (2004), Adapted
How to create a logic model using reverse
logic
• What is the desired long-term outcome?
– Increase # of healthy families. But how?
• What is the desired intermediate outcome?
– Increase # of families using healthy food practices. But how?
• What is the desired short-term outcome?
– Individuals gain knowledge of healthy food choices. But how?
• What outputs are needed to achieve the outcomes?
– 200 families complete an educational workshop. But how?
• What activities are needed to achieve the outcomes?
– Conduct four educational workshops per month. But how?
• What inputs are needed to achieve the outcomes?
– Funding, program staff, AmeriCorps members, volunteers, research.
Group exercise: Develop a logic model for a
wildlife conservation program
Exercise #1
A wildlife conservation program is designed to create
healthy, productive, and sustainable ecosystems for the
benefit of wildlife in areas of need.
What might this program’s logic model look like?
Example logic model for wildlife conservation
program
INPUTS ACTIVITIES OUTPUTS
Outcomes
Short-Term Medium-Term Long-Term
What we invest What we do Direct products from
program activities
Changes in knowledge,
skills, attitudes, opinions
Changes in behavior or action
that result from participants’
new knowledge
Meaningful changes, often
in their condition or status
in life
Example logic model for wildlife conservation
program
INPUTS ACTIVITIES OUTPUTS
Outcomes
Short-Term Medium-Term Long-Term
What we
invest
What we do Direct products from
program activities
Changes in knowledge,
skills, attitudes, opinions
Changes in behavior or
action that result from
participants’ new knowledge
Meaningful changes, often
in their condition or status
in life
Funding
Staff
200
AmeriCorps
members
200 non-
AmeriCorps
volunteers
Member
Training
Research
Make trails
accessible for
people with
physical
disabilities
Conduct habitat
development
projects
Conduct
invasive
species
removal
Installed ramps
and hand rails
on X miles of
trail.
Planted native
trees and other
native species
on X sites.
Removed
invasive plant
species on X
sites
Increase in trail
access by
individuals with
physical disabilities
Increase in food and
clean water supply
for native wildlife
Increase in
available shelter for
native wildlife
Increase in trail use
and enjoyment of
public lands by people
with physical
disabilities
Increase in native
wildlife population
sizes
Increase in biodiversity
Enhancement and
conservation of
healthy, productive,
sustainable
ecosystems for the
benefit of wildlife
Developing a logic model
Exercise #2
• In each column of the logic model template, identify the
following key components for your program:
– Inputs
– Activities
– Outputs
– Outcomes (short-
, medium- and long-term)
Questions to consider as you create a logic
model
Component Questions to consider
Inputs/
Resources
What resources do you need to implement your
program?
Activities What activities will be or are being carried out to
achieve your program’s desired outcomes?
Outputs What are the direct products of your program’s
activities?
Outcomes
Short-term What changes in knowledge, skills, and/or attitudes do
you expect from your program?
Medium-term What changes in behavior or actions do you expect
from your program?
Long-term What changes in status or condition do you expect
from your program?
Verify your logic model
• Consider asking the following questions:
– Level of detail: Does your model contain an appropriate amount of
detail for its intended use? Does it include all key program
components?
– Plausible: Doe
s the logic of the model seem correct? Are there
any gaps in the logic of the program?
– Realistic: Is it reasonable to assume that the program can achieve
t
he expected outcomes?
– Consensus: Do
program staff and external stakeholders agree that
the model accurately depicts the program and its intended results?
Performance Measurement and Program
Evaluation
Performance Measurement Program Evaluation
• Ongoing monitoring and
repor
ting of program
accomplishments and
progress
• Explains what level of
perfor
mance is achieved by
the program
• In-depth res
earch activity
conducted periodically or on
an ad-hoc basis
• Answers questi
ons or tests
hypotheses about program
processes and/or outcomes
• Used to assess whether or
not a
program works as
expected and why (e.g., did
the program cause the
observed changes?)
Logic models as a performance measurement
tool
• A logic model can serve as a framework for planning
performance measurement activities. It can help to:
– Identify components of your program to include in performance
measurement
– Identify indicators and th
e measures of progress/performance that
align with program components
Logic models as an evaluation tool
• A logic model can serve as a framework for your
evaluation plan. It can help you focus your evaluation by
identifying:
– Questions want/need answered
– Aspects of program to evaluate
– Type of evaluation design
– Information to collect
– Measures and data collection methods
– Evaluation timeframe
Determining what to evaluate
Determining what to evaluate
Process Outcomes
INPUTS ACTIVITIES OUTPUTS
Outcomes
Short-Term Medium-Term Long-Term
Funding
Staff
200
AmeriCorps
State and
National
members
Research
Conduct
educational
workshops
Provide nutrition
and food prep
counseling
Provide referrals
to food programs
and resources
# individuals
receiving
education
# individuals
receiving services
# individuals
receiving referrals
Increased knowledge
of healthy food
choices
Improved attitudes
about healthy eating
Improved skill in
preparation of healthy
foods
Increased knowledge
of food programs and
community food
resources
Increased adoption of
healthy food practices
Increased access to
more food options
Families are healthier
Increased household
food security
Determining what to evaluate
Process Outcomes
INPUTS ACTIVITIES OUTPUTS
Outcomes
Short-Term Medium-Term Long-Term
Funding
Staff
200
AmeriCorps
State and
National
members
Research
Conduct
educational
workshops
Provide nutrition
and food prep
counseling
Provide referrals
to food programs
and resources
# individuals
receiving
education
# individuals
receiving services
# individuals
receiving referrals
Increased knowledge
of healthy food
choices
Improved attitudes
about healthy eating
Improved skill in
preparation of healthy
foods
Increased knowledge
of food programs and
community food
resources
Increased adoption of
healthy food practices
Increased access to
more food options
Families are healthier
Increased household
food security
Determining what to evaluate
Process Outcomes
INPUTS ACTIVITIES OUTPUTS
Outcomes
Short-Term Medium-Term Long-Term
Funding
Staff
200
AmeriCorps
State and
National
members
Research
Conduct
educational
workshops
Provide nutrition
and food prep
counseling
Provide referrals
to food programs
and resources
# individuals
receiving
education
# individuals
receiving services
# individuals
receiving referrals
Increased knowledge
of healthy food
choices
Improved attitudes
about healthy eating
Improved skill in
preparation of healthy
foods
Increased knowledge
of food programs and
community food
resources
Increased adoption of
healthy food practices
Increased access to
more food options
Families are healthier
Increased household
food security
Examples of outcome measures and data
sources
Outcomes
Short-Term Medium-Term Long-Term
Outcomes
Increased knowledge of
healthy food choices
Increased access to more
food options
Families are healthier
Measure
% ↑ individuals
demonstrating greater
understanding of
benefits of good nutrition
% ↑ individuals enrolled
in food assistance
programs
% ↓risk factors for
nutrition related
problems and chronic
diseases
Data Source
Pre/post surveys of
beneficiaries and a
matched comparison
group of non-
beneficiaries
Administrative data
records
Pre/post health records of
beneficiaries and a
matched comparison
group of non-
beneficiaries
Things to remember
• Developing a logic model is not completed in one session
or alone.
• There is no one best logic model.
• Logic models represent intention.
• A program logic model can change and be refined as the
program changes and develops.
• Programs do not need to evaluate every aspect of a logic
model.
• Logic models play a critical role in informing evaluation
and building the evidence base for a program.
Resources for logic model development
W.K. Kellogg Foundation Logic Model
Development Guide
http://
www.wkkf.org/resource-
directory/resource/2006/02/wk-kellogg-foundation-
logic-model-development-guide
Innovation Network Logic Model Workbook
http://
www.innonet.org/client_docs/File/logic_mode
l_workbook.pdf
Resources for logic model development
University of Wisconsin Extension: Program
Development and Evaluation
http://
www.uwex.edu/ces/pdande/evaluation/evallo
gicmodel.html
CDC Program Evaluation Resources:
http://www.cdc.gov/evaL/resources/index.htm
Measuring Program Outcomes: A Practical
Approach (United Way)
Developing and Working with Program Logic
Models (Bureau of Justice Assistance)
Questions?
