MD GOVERNOR’S GRANTS OFFICE PRESENTS

1. MD GOVERNOR’S GRANTS OFFICE PRESENTS LOGIC MODELS training With Linda Koser, Community Foundation of Harford County, Maryland Martin O’Malley Anthony G. Brown Governor Lt. Governor Eric Brenner, Director Governor’s Grants Office 21 State Circle, Annapolis, MD 21401 410-974-5090 MDGrantsOffice@gov.state.md.us June 15, 2007

2. LOGIC MODELS

3. Limerick to a Logic Model A model I wanted to be But the runway was not for me So logic I tried And to my surprise It fit me to a T

4. What is a Logic Model? A logic model is a systematic and visual way to present and share your understanding of the relationships among the resources you have to operate your program, the activities you plan to do, and the changes or results you hope to achieve. W.K. Kellogg Foundation Logic Model Development Guide

5. THE WHY OF LOGIC MODELS • A simple, common sense picture of a program • A way to show a series of if-then relationships

6. show what the program is to accomplish • Resources to be invested • Activities to take place • Benefits or results • Key element for program planning, management, evaluation, and reporting • A way of thinking

7. Through a flow chart, shows a chain of events linking what we start with (raw inputs) through desired results • In a linear fashion, helps to “detail” general goals • Summarizes the main elements of a program • Shows the difference between activities and outcomes • Shows what to evaluate

8. A picture is worth 1,000 words, so let’s draw a picture Inputs Activities Outputs Outcomes / Impacts What is invested What is done What is produced What results Core of a logic model

9. Inputs -Resources dedicated to or consumed by the program that are available to be used in order that a program can do its work. Inputs may include constraints on the program such as laws, regulations, and requirements (a one year grant).

10. Inputs, sometimes called resources, can include: staff volunteers money facilities, equipment supplies, other organizational and community resources

11. Activities –What the program does with the resources it has at its disposal in order to carry out the program. Activities are processes, actions, techniques and events that are a part of the program implementation. By undertaking these activities, presumably changes or results are brought about. Developing curriculum or feeding the homeless are activities.

12. Outputs –Direct products of program activities. Outputs usually have a number associated with them and measure the volume of work accomplished. Examples would be the number of clients served, the number of volunteers trained, the number of classes held.

13. Note: Some logic models will define outputs as what is done (activities) and who is reached (participants). In such cases, outputs are shown as below. Inputs Outputs Outcomes / Impacts Activities Participation What is done What is invested Who we reach What results

14. Very often the words outcome and impact are used interchangeably. By-in-large, that’s what we will do today. For the curious, however, we can broadly distinguish between the two terms as follows:

15. Outcomes – Changes or benefits for individuals, groups, organizations expressed as changes in behavior, knowledge, skills, status,attitudes, level of functioning, etc. Outcomes are what participants know, think, or can do. Outcomes answer the very important question, “So What?”

16. Impact – The ultimate result, the long-term outcome. It is a program’s long-term goal.Impact is thefundamental intended (or unintended) change occurring in organizations, communities, or systems as a result of program activities. According to the Kellogg Foundation, impacts occur within 7 – 10 years, often well beyond the scope of a grant program.

17. Outcomes are often divided into • short-term (learning) - awareness, knowledge, attitudes, skills, opinions, aspirations, and motivations; • mid-term (action) - behavior, practice, decision-making, policies, and social action); and • long-term (conditions) – social economic, civic, and environmental aka impact

18. Each outcome along the 3 stage continuum is more complex, and outcomes may take years to achieve. The more “complex” the outcome, the longer achievement may take, the more outside influences, and the less control and influence the program will have.

19. You may be used to writing outcome objectives for grant proposals. Outcome objectives in grant proposals tend to be more descriptive and specific than those written in the logic models. Outcome objective: 45% of the 50 youth participating in the tutoring program will improve their reading skills by the end of the program. Outcome: youth improve reading skills

20. A quick summary: • Inputs - What we use • Activities – What we do • Outputs – The amount we do (produce) • Outcomes – What difference we make • learning, • actions, or • conditions

21. How to Read a Logic Model: U of Wisconsin Extension If you accomplish your planned activities to the extent intended, then participants will benefit in certain ways. If these benefits are achieved, then certain changes to organizations, communities, or systems might be expected to occur. If you accomplish your planned activities, then you hopefully will deliver the amount of product and/or services you intended If you have access to them, then you can use them to accomp-lish your planned activities Re-sources are needed to operate a program Inputs Activities Outputs Outcomes / Impacts

22. LOGIC MODEL for a HEADACHE Situation: Your head is pounding like a steel drum. Pills and water Take Pills Feel Better Resources Actions Results

23. LOGIC MODEL for a PARENT Situation: While shopping with her health conscious parent, a toddler begins crying and begging for every sweet in the grocery store. healthful distraction for child Give child juice box Child is happy; parent headache is averted Resources Actions Results

24. LOGIC MODEL for a TRIP Situation: Planning a vacation Resources Activities Outputs Outcomes Continued good will among co- workers Nervous breakdown averted Signed leave slip Airline tickets Hotel Re-servation Car rental confirma-tion Flight schedule Money Annual leave Submit leave request Book a flight Arrange for hotel Rent a car

25. LOGIC MODEL for an EMPLOYEE Situation: Attending logic model training Inputs Activities Outputs Outcomes Understand logic model concept Practice examples with friend on way home Include stunning logic model in next grant proposal 3 exercises completed Volunteer twice 5 ques-tions answered Friend Car Notepad and pencil Pick up friend for moral support Drive to training Listen attentively Participate in exercises

26. What are these boxes and what do they show? Inputs Activities Outputs Outcomes / Impacts • Logical relationships between the program’s resources, the activities undertaken, and the anticipated changes or benefits all represented in graphic form. • Logical sequence of actions and events believed to bring about results over a period of time. • Logical reasoning linking investments to results. • Logical way of showing connection of inter-dependent parts that make up the whole.

27. A hint for “building” a logic model: as you are constructing a logic model, complete each statement for inputs, activities, outputs and outcomes found on the next slide.

28. Activities Inputs Outputs Outcomes/Impact In order to accom-plish our set of activities, we will need the following resources: In order to address our problem, we will need to conduct the following activities: We expect once completed or underway, these activities will produce the following evidence of service delivery: We expect if com-pleted or ongoing, these activities will lead to the following changes in 1-3, 4-6 years, and 7 – 10 years:

29. Inputs Activities Outputs Outcomes/Impacts A quick review of definitions: Inputs are the resources dedicated or used by the program such as money, staff, volunteers, facilities, equipment, and supplies. Activities are what the program does with the inputs, in other words, the strategies and techniques that make up the program’s service methodology. Examples for a homeless program might include sheltering, feeding, training, and counseling homeless persons. It is hoped that by undertaking activities, changes or results will be brought about. Outputs are the direct product of program activities, usually measured by number.

30. Outcomes are changes or benefits for participants, whether individuals, groups, organizations, or communities. Outcomes may be expressed as changes in behavior, knowledge, skills, or level of functioning. Outcomes answer the very important question, “So What?”.And if you care to distinguish,Impact is the ultimate result, the long-term outcome. It is a program’s long-term goal.Impact is a change in organizations, communities, or systems resulting from program activities.

31. The Game NAME THAT LOGIC MODEL COMPONENT

32. Try your hand at identifying the following Logic Model components for an Employment Program for Displaced Workers Aged 55 and Older

33. Participants increase skill in conducting job interviews • Outcome • Instructors • Input • Workshop on dressing for success is held • Activity • 45 job interviews were completed • Output • Changes or benefit such as gain in skills are (definition) • Outcomes

34. Number of employers participating in the program increases • Outcome • Program resources are (definition) • Inputs • Decrease in participant fears about not obtaining employment • Outcome • 25 participants enrolled in program • Output • Presentation on resume preparation given • Activity

35. Participants remain employed 6 months after completing program • Outcome • 10 volunteers were recruited as job coaches • Output • Visit to job services • Activity • Direct products of program activities often shown as a number are (definition) • Output • Computers • Input

36. Partner organizations • Input • What the program does with resources (definition) • Activity • Informational interviews are conducted week 4 • Activity • Mock job interviews held • Activity • DAILY DOUBLE Identify the following as an outcome or an impact: National attitudes of employers toward hiring older workers are changed • Impact

37. Course curricula • Input • 10 half day workshops were held • Output • Training space • Input • Increased skill in conducting and analyzing interviews • Outcome • Outcomes are often described as short term, _____, and _____. • Midterm and long term (or impact)

38. Participants increase skill in preparing resumes • Outcome • Foundation grants • Input • Guest lecturer discusses creative job seeking • Activity • Volunteers • Input • What is produced (the product) describes what term • Output

39. LOGIC MODEL OBSERVATIONS Logic models usually are depicted as a flowchart with boxes and arrows. HOWEVER, logic models may show components and linkages in other ways such as a concept map. They may go top to bottom, bottom to top, or in a circle. Regardless, a logic model should be shown in a single image and in such a way that the end users understand it.

40. Adding an Interesting Layer of Complexity

41. EVEN SIMPLE LOGIC MODELS GET A LITTLE MORE COMPLICATED

42. The Complete Logic Model Inputs What We invest Activities What we do Outputs Products of service delivery Outcomes / Impacts Short medium long-term P R I O R I T I E S S I T U A T I O n Staff Money Volunteers Time Partners Materials Conduct Deliver Develop Train Counsel # classes # sessions # clients # volunteers Learning Awareness Skills Knowledge Attitudes Opinions Actions Behavior Decision- Making Policies Practice Conditions Social Economic Civic Environ-mental Assumptions External Factors

43. SITUATION is • The heart of logic model development • What the program will address • A part of many other factors (sociopolitical, environmental, and economic) • If you incorrectly understand the situation and misdiagnose the problem, everything that follows is likely to be wrong.

44. What is the problem? • Why is this a problem and what causes the problem? • For whom does this problem exist (a group or subgroup, the community, society)? • Who cares whether the problem is solved? • What do we know about the problem and the people involved? • What research and/or experience do we have and what does it tell us?

45. The State of Euphoria is increasingly concerned about the unhappy work environment for individuals working for it. A study conducted by the Department of Happiness & Rapture (DHR) showed that employees working for the state 10 or more years are twice as likely to lose their sense of wonder and delight as the general population. Across all State of Euphoria departments, only 10% of agencies allow employees to take enjoyment breaks. The DHR study, backed up by National Institute of Happiness data, suggests that a statewide contentment program will save 1,000 lives per year for each year it is in effect.

46. Model County Tobacco-Free Coalition is increasingly concerned about the unhealthy work environments for county youth. A recent Chamber of Commerce study showed 75% of county youth with part-time and summer jobs work in the service industry, mainly in restaurants where youth workers are exposed to cigarette smoke. Ten percent of the county's restaurants (non-bars) and 75% of fast-food establishments are voluntarily smoke-free. Research suggests that smoking bans and restrictions in public places not only reduce environmental tobacco smoke exposure but also are associated with lower youth smoking rates and delayed onset of smoking Example from U of WIS Extension • What is the problem? • What causes the problem (why)? • For whom does this problem exist (a group or subgroup, the community, society)? • Who cares whether the problem is solved? • * What do we know about the problem and the people involved, what research and/or experience do we have and what does it tell us?

47. PRIORITY is Unless resources are unlimited, setting priorities becomes necessary. Priorities are set once the situation is fully analyzed. Think about • Mission of the agency, • Resources, • Expertise, • Experience, • History, and • What others are doing in relation to the problem

48. INPUTS are The resources and contributions made to the program. Inputs may include time, staff, volunteers, money, materials, equipment, partnerships, and technology among other things. What we have to work with allows the program to create outputs.

49. ACTIVITIES are • Actions we take (what we do). We can conduct meetings, hold events, develop resources, counsel participants, train volunteers, and so forth. • What is done can take the form of activities, services, events, and products. • These efforts must reach people who participate in the program. People may be individuals, groups, agencies, the community, etc.

50. OUTPUTS are The accomplishment or product of the activity. Examples might be 50 volunteers recruited; 3 meetings held 7 focus groups conducted