What comes to our mind

when we talk about

program of activities,
planning, implementation,
management, and the
likes?
 What is a
logic model?
•A logic model is a graphic
illustration of the relationship
between a program’s resources,
activities, and its intended effects.
Logic models clearly and concisely
show how interventions affect
behavior and achieve a goal.
•They can be described as road maps
that specify causal pathways and the
step-by-step relationship between
planned work and intended results.
Specifically, a logic model is a visual way to
illustrate the resources or inputs required to
implement a program, the activities and outputs
of a program, and the desired program
outcomes (short-term, long-term).
Logic Models Overview

Logic models are effective tools to

assist in program planning,
implementation, management,
evaluation, and reporting.
They help define a program’s
intended impact and goals; the
sequence of intended effects; which
activities are to produce which effect;
and where to focus outcome and
process evaluations.
Experts in the field agree
that there are connections
between program success
and using logic models.
 What are the Basic
Components of a Logic
Model?
•There are many ways to depict logic models.
Logic models may be simple or complex. The
type and complexity of the logic model will
depend on program focus, the purpose of
the logic model, and the audience.
Sometimes, programs may utilize several
logic models with differing levels of
complexity for different purposes and
audiences or to highlight different program
elements.
 The simplest form of a logic model
Includes three components:

Inputs Activities Outcomes

INPUTS are the various resources available to
support the program (e.g., staff, materials,
curricula, funding, equipment)
INPUTS are the various resources available to
support the program (e.g., staff, materials,
curricula, funding, equipment)
ACTIVITIES are the action components of the
program (e.g. develop or select a curriculum,
write a plan, implement a curriculum, train
educators, pull together a coalition). These are
sometimes referred to as process objectives.
INPUTS are the various resources available to
support the program (e.g., staff, materials,
curricula, funding, equipment)
ACTIVITIES are the action components of the
program (e.g. develop or select a curriculum,
write a plan, implement a curriculum, train
educators, pull together a coalition). These are
sometimes referred to as process objectives.
OUTCOMES are the intended accomplishments of
the program. They include short-term,
intermediate, and long-term or distal outcomes.
Goal Statement
A program goal is a very broad statement
of intended accomplishments or a
description of a general condition deemed
desirable. A well-defined goal statement will
establish the “overall direction and focus for
the program, define what the program will
achieve and serve as the foundation for
developing program strategies and
objectives”.
Goal Statement
Sometimes goals are not always achieved
during the duration of the program. Goal
statements do not state what will be
implemented; rather, they are statements
that reflect the results of what will be
implemented. They should be specific to the
population, setting, and problem to be
addressed.
SAMPLE GOALS:
•To reduce HIV rates among adolescents
in X community.
•To reduce obesity rates in young
adolescents in X state.
•To improve cardio-vascular fitness in
youth participating in X program.
A STRONG Goal
Statement…
Focuses on a Specific expected program
effect in reducing a health problem.
Focuses on a Specific expected program
effect in reducing a health problem.
Identifies a Priority Population to be served.
Focuses on a Specific expected program
effect in reducing a health problem.
Identifies a Priority Population to be served.
Is Jargon-free, Short, Concise, and Easily
understood Frames outcomes in Positive
Terms or in terms of decrease in health risk
behavior/outcomes.
Focuses on a Specific expected program
effect in reducing a health problem.
Identifies a Priority Population to be served.
Is Jargon-free, Short, Concise, and Easily
understood Frames outcomes in Positive
Terms or in terms of decrease in health risk
behavior/outcomes.
Avoids use of double negatives.
Focuses on a Specific expected program effect in
reducing a health problem.
Identifies a Priority Population to be served.
Is Jargon-free, Short, Concise, and Easily
understood Frames outcomes in Positive Terms or
in terms of decrease in health risk
behavior/outcomes.
Avoids use of double negatives.
Provides a Framework for identifying strategies
and objectives for achieving the goal(s).
Activities and Process Objectives:
•The program activities are often
referred to as process objectives. They
specify what program staff and
partners will do during the program
period. Activities are typically more
general statements of broad tasks that
are written in the logic model itself.
SAMPLE ACTIVITIES:
•Conduct RFP process
•Develop and pilot training materials
•Conduct training of trainers
•Provide technical assistance
Process objectives
provide more detail for
the narrative. A well-
written process
objective is SMART…
 Specific Indicates who (priority population) and what
(action or activity); contains an action verb
Measurable Outlines how much change is expected and
how will that change will be measured
Achievable
Can be realistically accomplished given
current resources and constraints
Realistic Addresses the scope of the health program
and proposes reasonable programmatic steps
toward goals
Time-phased Provides a timeline for meeting objectives.
SAMPLE PROCESS OBJECTIVES:
• By year two of the project, staff will have trained 100
health education teachers in the state on the selected
scientifically based health education curriculum.
• By December 30, 2012, health educators will have
delivered all lessons from X curriculum to 90% of
youth participants in the middle school HIV-
prevention program.
• Of the 300 high risk youth targeted, 80% (240) will
complete all 8 prevention education sessions by the
end of the school year, 2012.
OUTCOMES
Outcome statements specify the
impact or specific intended
results of the program. It is often
useful to identify short-term and
intermediate outcomes.
Short-term outcomes are the immediate results of the
program. These are the intended knowledge, awareness,
attitudes, skills, intentions, etc.
Intermediate outcomes specify what individuals do with
the short-term outcomes. They are the intended behaviors,
practices, and actions.
Sometimes long-term outcomes are also identified.
Typically, but not always, these mirror the goal statement.
It is important to identify the order in which outcomes are
expected to be attained—which will come earlier and
which later.
Outcomes, like activities, are often
written more generally in the logic
model (e.g. increase knowledge of STIs
and their consequences, improve
condom use skills, increase intentions
to abstain from sex, decrease rates of
unprotected sex), and written more
specifically as outcome objectives in
the narrative.
Outcomes objectives should also
be SMART (Specific, Measurable,
Achievable, Realistic, and Time-
phased).
SAMPLE OUTCOME OBJECTIVES
• By the end of the project, of the 500 youth participants, 80% (250) will
indicate an 80% increase in knowledge regarding where to access
reproductive health services, as measured by pre-post surveys.
• On the 2012 state YRBS, 90% of middle school respondents will report
they have not engaged in sex.
• By June 30, 2012, 95% of 8th grade students who receive the HIV-
prevention curriculum will report an increase their assertive
communication skills on a post-survey.
• By June 28, 2012, increase (from 2 to 10) the number of community
health centers that have implemented X curriculum to adolescents in
their community. (There are currently 15 community health centers in
the state.)
• At the end of year 1 of the project, 80% of 100 educators trained will
report they feel comfortable implementing X curriculum.
Narrative Description
•Once a model is created, confirm that the model is
‘logical.’ Check this by conducting the ‘if-then’ test.
Ask, “If we use all our resources/inputs and do
these activities, then will we achieve our short-
term outcomes? If we achieve our short-term
outcomes and continue our activities then should
we achieve all our intermediate outcomes?”
•For each activity, ask why it is being done and if it
is absolutely necessary. Make sure there are no
logical gaps – that all required inputs and activities
are included.
•Finally, explain the logic model in a
narrative. A logic model should convey its
information on a single page. It is intended
to be a quick snapshot. The narrative
provides the detail including the process and
outcome objectives discussed above. It also
describes how inputs and activities will lead
to intended outcomes. It often lays out the
theory of change.