Why logic modelling
A logic model tells the story of your project or programme in a diagram and a few simple words. It shows a causal connection between the need you have identified, what you do and how this makes a difference for individuals and communities. Here is an examples:
Download a PDF of this model.Logic models can help you to:
Think about why your project or programme exists, why you do what
you do and why you think that makes a difference. They can help you
explore and develop a shared understanding about these things.
- Plan a new project. In fact logic modelling is really a fancy word for planning. It can help you to think about the need and what you will do to address that need.
- Communicate your thinking to people who support or benefit from your work.
- Develop your evaluation plan. A logic model can help you to identify what you expect to happen, and when. It can therefore provide a pathway or road map for measuring progress.
- Identify project or programme risks and how you might manage them.
In a Group setting, logic models provide a structure for sharing the experience of different organisations, enabling members to identify similarities and differences. They provide a way of presenting a "shared" understanding of their collective work and impact.
How we explored the approach
It was important to spend some time explaining why we wanted to use this approach in the pilot EtD.
The basic components
Although there are different logic models, we used the
Wisconsin model.
Here are the components of that framework:
We were aware that Group members may not have come across logic models before and needed to understand what logic modelling could do and how it could help the Group to achieve their aims.
We used this model because it is helpful for thinking about monitoring and evaluation. It clearly links activities to outcomes and identifies whether outcomes will happen in the short, medium or long term outcomes. This in turn helped us decide what to measure and when to measure it.
The pilot EtD Group explored a number of important points about logic modelling:
- Any suggested model is there to help tell the story - not to constrain it!
- Logic models are never perfect. They are a summary of the work, not the detail itself.
Different audiences may want to highlight the story differently. Don't spend too much time refining the model. Get it to a 'good enough' point and then get on with using it.
- One of the most useful aspects of logic modelling is involving people (staff, volunteers, partners and other stakeholders) in the process. Often the process of creating the logic model and sharing understanding is more useful than the diagram produced at the end.
Understanding the language
It was also important to ensure that everyone understood the language in the model, so that participants could use the terms consistently. Here were the definitions we used:
Inputs are the resources you put in to do the work: money, people, time, premises, equipment, etc.
Outputs are the activities or services you put on for your users.
Participants or Beneficiaries are the people that you reach. They are usually the people who take part in the activity or use the service.
Outcomes are the changes and differences that come out of your activities.
Short, medium and long term outcomes - the Group decides the times scales.
Situation describes the context in which you are working, with a particular emphasis on the need you are trying to address.
Assumptions are things that you take for granted.
External factors are factors that might affect your ability to deliver or the outcomes that come from your work. They might include political, economic, climatic, demographic factors or the actions of other agencies.
How we began logic modelling
To help the Group familiarise themselves with the components of a logic model, we described what logic models are, how they can be used and how they could help participants to meet the aims of the Learning Group. We introduced the Wisconsin model and used a simple example, like the one on the next page to demonstrate inputs, outputs and outcomes. Although this is not an adult learning example, it was an area of work that everyone could relate to.