1. 1 © 2010 Regents of the University of Minnesota. All rights reserved. 11 Logic Models A ROADMAP TO SUCCESS

2. 2 © 2010 Regents of the University of Minnesota. All rights reserved. My program is like _____ because….

3. 3 © 2010 Regents of the University of Minnesota. All rights reserved.

4. 4 EVERY DAY LOGIC MODELS DEVELOPING A LOGIC MODEL: TEACHING AND TRAINING GUIDE 2/29/2008 HANDOUT – 1 © 2008 by the Board of Regents of the University of Wisconsin System. All rights reserved.

5. 5 © 2010 Regents of the University of Minnesota. All rights reserved. What is the Value?

6. 6 © 2010 Regents of the University of Minnesota. All rights reserved. (POTENTIAL) VALUE  Builds common understanding  Clarifies project theory  Engages stakeholders  Builds ownership  Supports evaluation

7. 7 © 2010 Regents of the University of Minnesota. All rights reserved. What are the limitations of logic models?

8. 8 © 2010 Regents of the University of Minnesota. All rights reserved.  It’s logical; life isn’t.  Many factors influence outcomes  Knowledge and attitudes are not the best predictors of behaviors.

9. 9 © 2010 Regents of the University of Minnesota. All rights reserved.  The important stuff happens between the columns.  Are we doing the right thing?

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13. 13 © 2010 Regents of the University of Minnesota. All rights reserved. ©likeablerodent, Creative Commons

14. 14 © 2010 Regents of the University of Minnesota. All rights reserved.

15. 15 © 2010 Regents of the University of Minnesota. All rights reserved. WHAT DO YOU INVEST IN YOUR PROGRAM?

16. 16 © 2010 Regents of the University of Minnesota. All rights reserved.  What staff do you have?  What volunteers?  How much time?  How much money?  What materials?  What resources? Technology?  What partnerships do you maintain?

17. 17 © 2010 Regents of the University of Minnesota. All rights reserved. WHAT DOES YOUR PROGRAM DO?

18. 18 © 2010 Regents of the University of Minnesota. All rights reserved.  What services do you develop?  What resources do you develop?  What workshops do you conduct?  What counseling do you offer?  What assessments do you do?  What do you facilitate?

19. 19 © 2010 Regents of the University of Minnesota. All rights reserved. WHO DO YOU REACH?

20. 20 © 2010 Regents of the University of Minnesota. All rights reserved.  What are your participants?  Who are your clients?  Who are your stakeholders?  What agencies do you work with?  Who are your customers?  Whose life changes because of your work?

21. 21 © 2010 Regents of the University of Minnesota. All rights reserved. WHAT DO PEOPLE LEARN AS A RESULT OF YOUR WORK?

22. 22 © 2010 Regents of the University of Minnesota. All rights reserved.  What new awareness do they have?  What new skills do they possess?  What aspirations do they have after working with you?  What motivations have they discovered because of your work?

23. 23 © 2010 Regents of the University of Minnesota. All rights reserved. HOW DO PEOPLE BEHAVE DIFFERENTLY AFTER PARTICIPATING IN YOUR WORK?

24. 24 © 2010 Regents of the University of Minnesota. All rights reserved.  What new behaviors do they have?  What new practices do they have?  What decisions do they now routinely make because of your work?

25. 25 © 2010 Regents of the University of Minnesota. All rights reserved. WHAT CONDITIONS IN THE COMMUNITY CHANGE BECAUSE OF YOUR WORK?

26. 26 © 2010 Regents of the University of Minnesota. All rights reserved.  What social conditions change?  What economic conditions change?  What civic conditions change?

27. 27 © 2010 Regents of the University of Minnesota. All rights reserved. ©bengrey, Creative Commons

28. 28 © 2010 Regents of the University of Minnesota. All rights reserved.

29. 29 © 2010 Regents of the University of Minnesota. All rights reserved. TIPS FOR ACTIVITIES…  Details are important  Too broad: –Conduct outreach to faculty, families and local community  Better: –Meet with school faculty and administrators –Place information about Center in school and local newspapers –Conduct telephone outreach to families of non- enrolled students

30. 30 © 2010 Regents of the University of Minnesota. All rights reserved. TIPS FOR OUTPUTS…  Too broad: –Maintain existing services  Better: –Conduct intake and screening for 40 students –Connect 20 students/families to health insurance –Provide acute medical care to students –Provide 50 immunizations to students

31. 31 © 2010 Regents of the University of Minnesota. All rights reserved. SMART OUTCOMES  Consider the scope of your resources and activities  Don’t set yourself up!

32. 32 © 2010 Regents of the University of Minnesota. All rights reserved. © Mado.image, Creative Commons

33. 33 © 2010 Regents of the University of Minnesota. All rights reserved. ©Ben Saren, Creative Commons “Not how many worms the bird feeds its young, but how well the fledgling flies.” (United Way of America, 1999)

34. 34 1.Is it meaningful? 2.Does it make sense? 3.Is it doable? 4.Can it be verified? CHECK YOUR LOGIC MODEL

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36. 36 © 2010 Regents of the University of Minnesota. All rights reserved. Don’t reinvent the wheel www.uwex.edu/ces/lmcourse

37. 37 © 2010 Regents of the University of Minnesota. All rights reserved.

38. 38 © 2010 Regents of the University of Minnesota. All rights reserved. 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

39. 39 © 2010 Regents of the University of Minnesota. All rights reserved. The University of Minnesota is an equal opportunity educator and employer. In accordance with the Americans with Disabilities Act, this PowerPoint is available in alternative formats upon request. Direct requests to the Extension Store at 800-876-8636. Thank you. samgrant@umn.edu