Transcript Sp12 HE385 Logic modeling

Logic modeling
“Would you tell me, please, which way I
ought to go from here?”
“That depends a good deal on where you
want to get to.” said the Cat.
Alice’s Adventures in Wonderland by Lewis Carroll
Models
 “…
draw upon a number of theories to help
understand a specific problem in a particular
setting or context.”

(Glanz, Rimer, & Lewis, pp. 27)
Planning Models

Like a road map

Present all possible routes you might take to
develop, implement, and evaluate a program.
Planning Models

PRECEDE/PROCEED

MATCH

CDCynergy
PRECEDE/PROCEED Model
MATCH (Multilevel Approach To Community
Health)

Developed in late 1980s

Used by U.S. Government

Applied when behavioral & environmental risk & protective
factors for disease / injury are known & general priorities
determined

Includes ecological planning – levels of influence
MATCH
Figure 4.16: MATCH:
Multilevel Approach
To Community Health
(Pearson Ed, 2012)
CDCynergy
•
Developed by the Office of Communication
at the CDC in 1997
•
First issued in 1998
•
Developed initially for public health
professionals at CDC with responsibilities for
health communication
•
Developed for health communication but can
be used with all health promotion planning
•
Available on CD-ROM; many versions
(Pearson Ed, 2012)
CDCynergy
P 3: Plan Intervention (Is
communication dominant
or supportive?)
P 2: Analyze
Problem (causes,
goals, intervention
strategies
P 1: Describe
Problem
(identify &
define)
(Pearson Ed, 2012)
P 4: Develop
Intervention
P 5: Plan
Evaluation
P 6:
Implement
Plan
Generalized Model for Program
Planning (GMPP)
Figure 4.18: Generalized Model for Program
Planning
(Pearson Ed, 2012)
Logic Models

Provides a picture of how your program works

Gives logical chain of connections showing
what your program will accomplish

A series of “if-then” relationships
Logic Model Components
 Situation
 Influential
factors
 Assumptions
 Resources/Inputs
 Outputs: Activities + Participation
 Outcomes/Impact
http://www.humanserviceresearch.com/youthlifeskillsevaluation/logic_model.gif
Situation

What is the present problem?
Influential Factors

What factors may impact the program?
Within the person
 Environment

Assumptions
 Client
 Client
is honest in providing information
will make a good faith effort to
change practices or habits
Resources / Inputs

What is invested to the program:

Staff expertise, time, money/funding, materials,
equipment, partners
Outputs
(activities + participation)

Activities: what is done (events or actions)
 Workshops, meetings, counseling, training,
assessments, curriculum development
Outputs
(activities + participation)
 Participation
 Who
the program reaches:
 Participants,
customers, citizens
Outcomes / Impact
 Program
objectives
 Short-term
(learning)
 Medium-term (actions)
 Long-term (conditions)
Short-term outcomes
 Learning
(KAB)
 Awareness
 Knowledge
 Attitudes
 Skills
 Opinions
 Motivations
Medium-term outcomes
 Actions
 Behavior
 Practice
 Decisions
 Policies
 Social
actions
Long-term outcome
 Conditions
 Social
 Economic
 Civic
 Environmental