Building Logic Models Putting it Into Practice

1. Building Logic ModelsPutting it Into Practice

2. Logic Model: What it is A Logic Model is basically a flowchart used by Health Education professionals These are a very useful tool to gain direction and clarity to a programThese are a very useful tool to gain direction and clarity to a program

3. Logic Model: What it is It can be used to design a program It can be used to implement a program It can be used to evaluate a program The same Logic Model can be used to accomplish all three of these jobs

4. This is NOT a Logic Model

6. Logic Model: Program Implementation The Logic Model helps you see if your program is working as planned you have to define indicators at every step to determine if it has been accomplished properly We typically read a logic model from left to right. You can think of it as a series of contingent steps.We typically read a logic model from left to right. You can think of it as a series of contingent steps.

7. General Program Logic Model We read it and use it from left to right Bold highlight �read it� Bold highlight �build it�Bold highlight �read it� Bold highlight �build it�

8. Begin With the Health Problem

9. The Problem What is the health issue? What are the indicators that this is a health issue? What is the magnitude of the problem? What are the consequences of the health problem? What are the causes of the health problem? Some you may be able to address with a health program/intervention Some things may be fixed another way Some you may not be able to do anything about It�s important to know the difference Some of these are going to be a given. The CDC has mandates for many health issues. Some of this may be regional, or limited to sub-populations within the larger U.S. population. You have to have some way of measuring what is going on in order to be able to tell if things are really as bad as they seem. What is the magnitude of the problem means �How bad is it?� It�s not enough that there is a problem, the consequences can actually be the driving force to get stakeholder support to do something about it. Sure, kids fall off bikes all the time without a helmet, but the consequences of children�s health injures are death, and disability. Consequences generally means things like death, disability, additional illnesses, and cost (either in dollars directly spent, or dollars lost as a result of reduced functioning and lost productivity.) There are going to be many causes for most health problems. You program can only focus on the causes that something can be done about.Some of these are going to be a given. The CDC has mandates for many health issues. Some of this may be regional, or limited to sub-populations within the larger U.S. population. You have to have some way of measuring what is going on in order to be able to tell if things are really as bad as they seem. What is the magnitude of the problem means �How bad is it?� It�s not enough that there is a problem, the consequences can actually be the driving force to get stakeholder support to do something about it. Sure, kids fall off bikes all the time without a helmet, but the consequences of children�s health injures are death, and disability. Consequences generally means things like death, disability, additional illnesses, and cost (either in dollars directly spent, or dollars lost as a result of reduced functioning and lost productivity.) There are going to be many causes for most health problems. You program can only focus on the causes that something can be done about.

10. The Population Who is the population who has this health issue? age gender SES genetics race ethnicity/culture

11. Impact The Impact is the intended (or unintended) change occurring in communities, populations, organizations, or systems as a result of program activities usually takes several years to see an impact impact may occur after the conclusion of project funding Impact is the program�s impact on the health problem in the population. In this case, if people obtain and use the helmets or safety seats, then the impact would be a decrease in bicycle related head injuries or automobile related injury/death for childrenImpact is the program�s impact on the health problem in the population. In this case, if people obtain and use the helmets or safety seats, then the impact would be a decrease in bicycle related head injuries or automobile related injury/death for children

12. Outcomes Outcomes are the specific changes in program participants� behavior, knowledge, skills, and level of functioning. short term outcomes should be attainable within one to three years longer term outcomes should be achievable within four to six years Outcomes would be vouchers used to purchase a bicycle helmet or a child safety seat, and the device is actually usedOutcomes would be vouchers used to purchase a bicycle helmet or a child safety seat, and the device is actually used

13. Outputs Outputs are the direct products of program activities and may include types, levels, and targets of services to be delivered by the program Outputs would be vouchers received by peopleOutputs would be vouchers received by people

14. Activities Activities are what the program does with the resources Activities are the processes, tools, events, technology and actions that are an intentional part of the program�s implementation These activities are what is supposed to bring about the intended program results Give example of bicycle helmet, or child safety seat. Outreach events to distribute vouchers would be an activity Give example of bicycle helmet, or child safety seat. Outreach events to distribute vouchers would be an activity

15. From Activities to Inputs Program Activities are what the program does with the resources Activities are the processes, tools, events, technology, and actions that are an intentional part of program implementation Activities are what brings about the intended program changes in the target population or the environment (Outcomes) Now, we work our way back from the activities to the inputs. Now, we work our way back from the activities to the inputs.

16. Inputs (Resources) Resources include the human, financial, organizational, and community resources that a program can mobilize to do its job sometimes you may also see this written as �inputs� This can be anything used to build or deliver the interventionThis can be anything used to build or deliver the intervention

17. Inputs & Assets Assessment The Assets Assessment should be part of the Needs Assessment. There are often many resources available to the community that go unnoticed the program may have to be modified to use these available resources A vacant lot can be turned into a source of fresh vegetables.A vacant lot can be turned into a source of fresh vegetables.

18. Language: What do you mean by� Goal = Impact Impact = Long-term outcome Objectives (participant focused) = Outcomes Activities = Outputs Outputs may signify �tangible� accomplishments as a result of activities

19. SMART Goals S � Specific M � Measurable A � Action-Oriented R � Realistic T � Timed �SMART� goals make it easier to take good measurements and collect data that you can do something with It�s not enough to say �we want a reduction� in some negative health condition. The best goals are something than be measured. The best program goals are something that can be measured as a result of the program. Why is timing so important?It�s not enough to say �we want a reduction� in some negative health condition. The best goals are something than be measured. The best program goals are something that can be measured as a result of the program. Why is timing so important?

20. Goals vs. Indicators: A Goal is what is supposed to be happening As a result of your program An Indicator is something you can measure These occur at any time: before, during, and after a program They are not always the same as goals, but they can be They may not be the same. A goal is what is supposed to happen as a result of the program. An indicator can be measured at any time before, during, or after the program. So, if your program is working as it is supposed to, then the measurable indicators should look a lot like your SMART Outcomes & Impacts. They may not be the same. A goal is what is supposed to happen as a result of the program. An indicator can be measured at any time before, during, or after the program. So, if your program is working as it is supposed to, then the measurable indicators should look a lot like your SMART Outcomes & Impacts.

21. The Inevitable Literature Review Reviewing the literature reduces guesswork. Review the literature to see what has worked in other areas. It may not be as hard as it seems Or it may be much more difficult. Find the tipping point! � You don�t have to change everybody. You only have to change enough people (or circumstances) that the whole situation tips in favor of the desired circumstance. Addressing the health issue may not be as hard as it seems. When I was a student, I was amazed by how many of my fellow students didn�t actually read the articles. They would read the abstracts, and then double quote authors who had been quoted in one article. A professor can�t prevent that, but using that approach to get through school does not help the profession. I see people who have graduated, who are desperately scrambling to figure out what the heck they are supposed to be doing in their field, or, worse, they are making up any old thing. This causes funding and jobs to be lost, as well as programs that folks desperately need to be shut down. The only way someone becomes a skilled professional in their field is with practice. Those of you who are athletes know what this means. Your performance clearly shows how much you actually practice. You can�t show up and mumble to you coach that you practiced, when you really didn�t. You don�t have to know all the literature for everything. You just need to have a strong knowledge base of your focus area, whether that is HIV/AIDS prevention, meth addiction prevention, smoking cessation, etc. Has anyone read �The Tipping Point?�Addressing the health issue may not be as hard as it seems. When I was a student, I was amazed by how many of my fellow students didn�t actually read the articles. They would read the abstracts, and then double quote authors who had been quoted in one article. A professor can�t prevent that, but using that approach to get through school does not help the profession. I see people who have graduated, who are desperately scrambling to figure out what the heck they are supposed to be doing in their field, or, worse, they are making up any old thing. This causes funding and jobs to be lost, as well as programs that folks desperately need to be shut down. The only way someone becomes a skilled professional in their field is with practice. Those of you who are athletes know what this means. Your performance clearly shows how much you actually practice. You can�t show up and mumble to you coach that you practiced, when you really didn�t. You don�t have to know all the literature for everything. You just need to have a strong knowledge base of your focus area, whether that is HIV/AIDS prevention, meth addiction prevention, smoking cessation, etc. Has anyone read �The Tipping Point?�

22. Logic Models Take Many Forms Every book you pick up on program planning and/or program evaluation will have a different version of a Logic Model There is no one �right� way to do it although some ways might be �harder� than others Let�s take a look at some other ways to design Logic Models: Let�s take a look at some logic models that other agencies are actually using�I didn�t show these earlier, because I didn�t want to get folks stressed or confused. I don�t expect people to know these, or use these, this is just for comparison.Let�s take a look at some logic models that other agencies are actually using�I didn�t show these earlier, because I didn�t want to get folks stressed or confused. I don�t expect people to know these, or use these, this is just for comparison.

23. Kellogg Logic Model This is for a basic educational type program. This is the one that is used by the Kellogg Handbook. Now, I�ve see a lot of folks who are putting the step for measuring the Outcomes on their logic model. It is Great that you all are aware that you need to measure the Outcomes, but measuring the outcomes is not considered a program activity. It�s understood that we will have to use surveys or questionnaires and other measures to measure any changes our program has caused in the target population. This is for a basic educational type program. This is the one that is used by the Kellogg Handbook. Now, I�ve see a lot of folks who are putting the step for measuring the Outcomes on their logic model. It is Great that you all are aware that you need to measure the Outcomes, but measuring the outcomes is not considered a program activity. It�s understood that we will have to use surveys or questionnaires and other measures to measure any changes our program has caused in the target population.

24. Logic Model: How to Implement it Bold Highlight �doing� and �evaluating�Bold Highlight �doing� and �evaluating�

25. Logic Model: How to Build it When building the program, we build from right to left Most Current and Recent Health Education & Program Planning Textbooks advise starting at the Endpoints and working backwards Bold-Highlight �building�Bold-Highlight �building�

26. This is a logic model for the National Institute on Disability and Rehabilitation Research depicting their entire approach. They have tried to fit everything they want to do in here. This logic model doesn�t have any of the activities on it, it is just about the desired outcomes and the target populations. The activities are on another page. This is a logic model for the National Institute on Disability and Rehabilitation Research depicting their entire approach. They have tried to fit everything they want to do in here. This logic model doesn�t have any of the activities on it, it is just about the desired outcomes and the target populations. The activities are on another page.

27. This is a logic model for an early head start program. It�s supposed to be a more intuitive style logic model. This is a logic model for an early head start program. It�s supposed to be a more intuitive style logic model.

28. This is a general logic model used as a training guide for the University of Wisconsin Extension program. It�s a little clearer. As you can see, they put Outcomes & Impact together, and have Activities as a subcategory of Outputs. We don�t use this one in our class because it is a bit too hard to build the evaluation onto.This is a general logic model used as a training guide for the University of Wisconsin Extension program. It�s a little clearer. As you can see, they put Outcomes & Impact together, and have Activities as a subcategory of Outputs. We don�t use this one in our class because it is a bit too hard to build the evaluation onto.

29. Where does evaluation fit? From beginning to end

31. Evaluation means asking good, critical questions about programs to improve programs and help them be accountable for the wise use of resources.

32. Logic model and evaluation