U3D1 Conceptual Model Development & U3A1 Oral Presentation on Research Topic Outline..PLEASE FOLLOW ALL INSTRUCTIONS SEE ALL ATTACHMENTS. DUE SUNDAY B4 9PM CST. My Field is Public Service Leadership in the Workforce and the Community

THEORY OF LOGIC CHANGE MODEL

Theory of Change Logic Model: Program Planning

The logic model is a tool that facilitates effective program planning, implementation, and evaluation.

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, and the changes or results you hope to achieve.

A logic model is a work in progress, a "working draft" that can be refined as the program develops.

In this course, you will be using a Theory of Change Logic Model to prepare a grant proposal for the development, implementation, and evaluation of a prevention program in your community to reduce risk factors and/or promote protective factors associated with the development of body image and eating disturbances.

Developing Program Theory

1. PROBLEM OR ISSUE STATEMENT

Describe the problem(s) your program is attempting to solve or the issue(s) your program will address.

2. COMMUNITY NEEDS/ASSETS

Specify the needs and/or assets of your community that led your organization to design a program that addresses the problem.

3. DESIRED RESULTS (outputs, outcomes and impacts)

Identify desired results, or vision of the future, by describing what you expect to achieve near- and long- term.

4. INFLUENTIAL FACTORS

List the factors you believe will influence change in your community.

5. STRATEGIES

List general successful strategies or "best practices" that have helped communities like yours achieve the kinds of results your program promises.

6. ASSUMPTIONS

State the assumptions behind how and why the change strategies will work in your community.

Basic Logic Model: Planned Work and Intended Results

1. Resources/Inputs

Resources include the human, financial, organizational, and community resources a program has available to direct toward doing the work. Sometimes this component is referred to as Inputs.Certain resources are needed to operate your program.

2. Activities

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 the program implementation. These interventions are used to bring about the intended program changes or results.If you have access to them, then you can use them to accomplish your planned activities.

3. Outputs

Outputs are the direct products of program activities and may include types, levels and targets of services to be delivered by the program.If you accomplish your planned activities, then you will hopefully deliver the amount of product and/or service that you intended.

4. Outcomes

Outcomes are the specific changes in program participants' behavior, knowledge, skills, status and level of functioning. Short-term outcomes should be attainable within 1 to 3 years, while longer-term outcomes should be achievable within a 4-to-6 year timeframe. The logical progression from short-term to long- term outcomes should be reflected in impact occurring within about 7 to 10 years.If you accomplish your planned activities to the extent you intended, then your participants will benefit in certain ways.

5. Impact

Impact is the fundamental intended or unintended change occurring in organizations, communities or systems as a result of program activities within 7 to 10 years. Impact often occurs after the conclusion of project funding.If these benefits to participants are achieved, then certain changes in organizations, communities, or systems might be expected to occur.

Program Evaluation: Formative and Summative

Program Evaluation Questions and Indicators

Indicators are the measures you select as markers of your program's success. The Logic Model supports an evaluation plan that is meaningful and manageable. Indicators are SMART: Specific, Measurable, Action- oriented, Realistic, and Timed. In terms of timing, evaluation can be formative or summative.

• Formative evaluation (also referred to as process evaluation) should be periodic and reported/shared quickly to improve your efforts.

• Summative evaluation offers a "before and after" snapshot and is reported after the conclusion of the program, e.g. at the end of the funding period. It is used to document the effectiveness and lessons learned from your experience. Evaluations may use qualitative and/or quantitative questions to document success and lessons learned.

The W.K. Kellogg Foundation's Logic Model Guide suggests that the final focus of program evaluation is often negotiated among stakeholders. It is preferable to answer a few important questions thoroughly than to answer many questions poorly.

What information will be gathered to "indicate" the status of your program and/or its participants?

1. FOCUS AREA

From your program theory logic model, list the components of the most important aspects of your program.

2. AUDIENCE

Identify the key audiences/stakeholders (e.g., collaborative partners, program participants, program staff, etc.) for each focus area. Who has an interest in your program?

3. QUESTIONS

For each focus area and audience, list the questions they may have about your program.

4. INFORMATION USE

For each audience and question you have identified, identify the ways you will use the evaluation information.

5. INDICATORS

Describe what information could be collected that would indicate the status of your program and its participants for each question.

6. TECHNICAL ASSISTANCE

Indicate the extent to which your organization has the evaluation and data management expertise to collect and analyze the data that relates to this indicator.

REFERENCES

CREDITS Subject Matter Expert:

Interactive Designer:

Instructional Designer:

Project Manager:

Reference: W.K. Kellogg Foundation (2004). Logic model development guide: Using logic models to bring together planning, evaluation, and action. Retrieved from http://www.wkkf.org/knowledge-center/resources/2010/Logic-Model-Development- Guide.aspx

Joan K. Comeau, PhD, CFLE, HS-BCP

Mark Bune

Jae Johnson

Jessica Pottebaum

L i c e n s e d u n d e r a C r e a t i v e C o m m o n s A t t r i b u t i o n 3 . 0 L i c e n s e .