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Program Design
Global Health Fellowship
St Luke’s/Roosevelt
New York
Development of
Linkages with
the Public
Evaluation and
Accountability
Situation
Analysis
Program
Implementation
Priority Setting
Program Design
Program Development
Logic Model/Causal Hypothesis
When developing a new program, it is especially
important that an organization address a few key
points when applying for funds to finance the program.
The following guidelines cover these crucial steps, which
include:
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Assessment of community needs ↔ Goal
Program design
Performance measurement
Program evaluation
Community Needs Assessment
The Situation
Before designing a program, an organization should conduct a
community needs assessment to determine that the program
is addressing a need that exists in the community.
In order to get an accurate picture, assessment should involve
people representing various aspects of the community.
In gathering research, the following questions may serve as a
guideline:
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Who does the problem affect? How many people are affected?
How is this problem addressed in other locations affected by it?
What has and has not worked?
Is this problem already being addressed in this community?
How?
Community Needs Assessment
A new program should not be replicating services
already provided in the community.
If the needs assessment determines that the problem is
already being addressed adequately by other
organizations in the community, it may be best to
narrow or broaden the program’s approach to address
the problem in a unique manner.
Visit other organizations addressing the problem, in the
community or not, to assess what approaches do and
do not work, and how services can be improved upon.
Program Design
Some basic qualities of a good program are that it:
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Describes & gives evidence of a community need that can be
addressed.
Identifies a gap in services available in the community which address
the need.
Explains why this program is an appropriate strategy to meet the
need.
Outlines the activities of program members in addressing the need.
Establishes community partnerships in the process of addressing the
community need.
Anticipates the positive outcome of the program in the community.
Defines the method of measuring results (see the following section
on Performance Measurement).
Program
A program is a sequence of
intentional actions and events
organized in a manner that they
result in valued outcomes for a
clearly defined audience.
How does a program work?
We do
stuff.
Good
things
happen.
If
A
If
Then
B
Then
C
Logic Model
(logic modeling, program planning,
program design, outcome
engineering)
The Logic Model
A recommended method of program design is to use a
logic model to plan & evaluate the proposed program.
A logic model is a depiction of the processes & targeted
outcomes of the program.
This should help the organization to specify goals,
identify what resources are needed, identify
indicators of progress and measurements of
success, & communicate the program’s potential
value.
Logic Model
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A graphic representation of a program,
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supported by a program theory,
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depicted as a logical chain of “if-then”
relationships,
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& guides program implementation &
evaluation.
The Logic Model – Components
The components of a basic logic model include:
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Needs: The community need as identified in the Community
Needs Assessment.
Inputs: The resources needed to complete activities.
Activities: What staff, volunteers, etc. actually do.
Outputs: A measurement of the actual amount of service
completed.
Intermediate Outcomes: Measurable change and
improvements in the program’s constituents and/or community.
End Outcomes: The target changes that the organization
hopes to achieve in the program’s constituents and/or
community.
Causal Pathway
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Causal: based on premise that activities should
logically cause desirable results to occur
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Pathway: based on the idea that the causal links
form a technically & programmatically sound
logical progression
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Causal Pathway:
5 Main Components
Impact
 Change in the health, socio-economic status of the
population of interest thru sector specific contributions
Effects
 Change in the knowledge, attitudes, skills, intentions &/or
behaviors of the population of interest that contributes to
desired IMPACT
Outputs
 Products & services that must be in place for the EFFECTS
to be achieved
Activities
 The technical & support tasks required to → OUTPUTS
Inputs
 Resources required to support your ACTIVITIES
Steps in Logic Modeling
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Convene a planning group
Large room and lots of paper
Template or free form
Create a model beginning with outcomes
Get feedback from outside
Revise
Plan evaluation & select indicators
Three Major Components of
Logic Models
Inputs
Outputs
Outcomes
resources
actions
results
Defining Outputs
Inputs
Outputs
Outcomes
resources
actions
results
Activities
Audience
Three Types of Outcomes
Inputs
Outputs
Outcomes
resources
actions
results
Initial
Outcomes
Intermediate
Outcomes
Long-Term
Outcomes
A Simple Linear Model
Inputs
Activities
Audience
Resources
committed
to the
program
Learning
experiences
supported by
the resources
invested
Individuals who
participate, their
characteristics, and
reactions
Initial
Outcomes
Intermediate
Outcomes
Long-term
Outcomes
Learning that
results from
participation
(KOSA)
Actions that result
from learning
(Practices and
Behaviors)
Conditions
which change
as a result of
actions (SEEC)
Generic Program Logic Model
Inputs
Outputs
Activities
Audience
Outcomes
Initial
Resources
deployed to
address
situation
Activities
supported by
resources
invested
Individuals or
groups who
participate in
the activities
Learning that
results from
participation
Staff
Volunteers
Time
Money
Materials
Equipment
Technology
Partners
Workshops
Meetings
Field Days
Demonstration
Camps
Trainings
Web Sites
Home Visits
Number
Awareness
Characteristics Knowledge
Reactions
Opinions
Skills
Aspirations
Contextual Factors
Intermediate
Long-Term
Actions that
results from
learning
Conditions
which change
as a result of
action
Practices
Behaviors
Policies
Social Action
Choices
Social
Economic
Environmental
Program Planning Worksheet
Inputs
Resources
deployed to
address
situation
Outputs
Activities
Activities
supported by
resources
invested
Audience
Individuals or
groups who
participate in
the activities
Outcomes
Initial
Learning that
results from
participation
Contextual Factors
Intermediate
Actions that
results from
learning
Long-Term
Conditions
which change
as a result of
action
Let’s look at some logic
models for specific
programs.
Sample Logic Model
Need
Inputs
Activities
Outputs
Intermediate
End
Outcomes
Outcomes
Low thirdgrade
reading
performance
May-17
Staff
Books
Space
Volunteers
20
(x) number
volunteers
of children
will tutor
tutored
children oneon-one in
reading 3
times a week
Office of Faith-Based and Community Initiatives
Increased
number of
books read,
increased
reading on
own
Increased
reading
performance,
improved
grades
26
Cumberland County 21st CCLC Logic Model
Inputs
Cooperative Extension,
School, Community
Partnership
Department of
Education Grant
Site Director and
Staff, Principal,
Teachers, Volunteers,
School Staff,
Extension Staff, and
Evaluator
21st Century
Community Learning
Center Advisory
Activities
Homework Help,
Tutoring, Field Trips,
Academic
Enrichment,
Cultural and
Performing Arts
Events
Reality Store, AfterSchool Classes, Red
Ribbon Week, STOP,
Junior Guard,
Leadership Team,
Nutritious Snacks
Family Events,
Science Fair, Parenting
Classes, Adult
Computer Classes,
Community/School
Collaboration, GED
Referrals
Primary
Audience
Initial
Outcomes
Intermediate
Outcomes
Long T erm
Outcomes
21st Century
Community
Learning Center
Participants
Students Complete
Homework,
Experiential Learning
Approaches Increase
Student
Comprehension
Academic Index
Increases by 3.7%,
Arts and Humanities
Scores Increase
2.5%
Capable and
Competent Information
Age Workforce
(Academic
Outcomes)
All Cumberland
County Middle
School Students
Participating Youth
Become More
Engaged with
School, Gain
Resistance, Coping,
and Leadership Skills
Targeted Assets
Increase 5%,
Attendance
Increases 2%,
Disciplinary Referrals
and Dropout Rate
Decrease 10%
Healthy, Responsible,
Caring Citizens
(Youth Development
Outcomes)
Parents Participate
in Learning
Opportunities,
Community
Members Volunteer
at School
Parents Increase
Computer Literacy,
Gain Parenting Skills,
Community Members
Have Renwed
Commitment to Youth
Lifelong Learners and
Engaged Community
Leaders
(Family and
Community
Outcomes)
Parents and
Community
Members
Logic Model for the Value-Added Microprocessor Project
T argeted
Audiences
Learning
Outcomes
Behavioral
Outcomes
Long T erm
Outcomes
Inputs
Activities
SARE Professional
Development Program
Grant
Develop
Microprocessor
Certification Manual
Project Leadership
Team (Farmers,
Processors, UK
Faculty, Collaborators)
Conduct Train-theTrainer Sessions for
individuals who will
teach local HBM
Workshops
Extension Agents,
Health Inspectors,
and Food
Manufacturing
Inspectors are
trained.
Agency Professionals
have knowledge and
skills needed to
provide training and
technical asssistance.
Agency Professionals
provide accurate and
reliable technical
assistance to
processors.
Food sold by ValueAdded Entrepreurs is
safe for consumption.
Collaborators (KY
Department of
Agriculture, Health
Departments, UK and
KSU)
Trainers conduct local
HBM certification
workshops for farmers
and food processors.
Home-Based
Microprocessors
participate in
certification
workshops.
Home-Based
Microprossessors
have knowledge and
skills necessary to
produce safe homeprocessed products.
Home-Based
Microprocessors use
safe processing
practices.
Consumer confidence
in products produced
by microprocessors
increases.
Commercial Food
Manufacturers use
safe commercial
processing practices.
Revenues from
microprocessed foods
increases.
Stakeholders (Farmers,
Microprocessors, Food
Manufacturers, Farmers
Markets, Roadside
Stands, Consumers,
Inspectors, Other
Agency Staff)
UK Value-Added Small
Processing Incubator
conducts Better
Process Control
Schools.
Commercial Food
Manufacturers
Production
Supervisors have
knowedge and skills
necessary to oversee
production of safe
manufactured
products.
Logic Model
Implementation
Situation
Outcomes - Impact
Inputs and Outputs
Trends /
Desired
Situations
Social
Economic
Civic
Environment
Contributing
Factors
Needed
Action
Behavior
Practice
Decisions
Policies
Social action
Learning
Needs
(Objectives)
Awareness
Knowledge
Attitudes
Opinions
Aspirations
Motivations
Skills
Activities
Inputs
(Resources)
Staff
Volunteers
Time
Money
Materials
Equipment
Technology
Partners
Participation
(Audience)
Workshops
Meetings
Counseling
Facilitation
Assessment
Product dev
Media work
Recruitment
Training
Short term
Learning
Outcomes
Medium term
Action
Outcomes
Long Term
Impact
Economic
Viability
Participants
Customers /
Consumers
Citizens
Purdue University is an Equal
Opportunity/Equal Access
institution.
Awareness
Knowledge
Attitudes
Opinions
Aspirations
Motivations
Skills
Behavior
Practice
Decisions
Policies
Social action
Strong Ind.
Fam. & Com
Healthy
Environment
Indicators
Why Use Logic Models?
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Planning Tool
Blueprint for Implementation
Guides Evaluation
Strengthens Case for Investment
Simple Image of a Complex
Phenomenon
Reflect Shared Understanding
Diagnose Program Flaws
Who Uses Logic Models?
W.K. Kellogg Foundation
 Centers for Disease Control
 United Way of America
 Harvard Family Research Project
 Cooperative Extension Service
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Performance Measurement
The purpose of performance measures is to capture
the ongoing progress the program is making.
It should provide a snapshot of the impact of the
work that the organization is doing.
This is an especially important step in establishing
accountability to any funder.
Identify all of the services the organization provides
& the likely impact these services will have on the
community.
Performance Measurement –
Tracking Tools
Determine tracking tools for use in measuring the results of
services offered.
These measures should focus on goal outputs & outcomes, as
identified by the community needs assessment & defined by the
program’s logic model.
The measures should be in quantifiable terms & clearly defined.
A good guide for determining performance measures is the
acronym SMART. They should be:
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Specific
Measurable
Attainable
Realistic
Timely
Program Evaluation
Analytical study which measures the progress & impact the program has made.
Evaluations should be scheduled & carried out throughout the course of the
program.
Should consist of thorough & objective research conducted by an experienced
evaluator, starting at the beginning of the program year.
Resources for finding a program evaluator include colleges & universities,
research firms, & community organizations.
Evaluator should collect data relevant to the program’s activities & programs &
evaluate the organization’s impact.
The organization should be consistently involved in the evaluation process &
should adjust the programs offered according to performance measures &
program evaluations in order to best serve the community.
Resources
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CNCS Program Toolkit:
http://nationalserviceresources.org/filemanager/download/onlin
e/sustainability_toolkit.pdf
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Logic Models:
http://www.uwex.edu/ces/pdande/evaluation/powerpt/nutritionco
nf05.ppt
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Logic Model Development Guide:
http://www.wkkf.org/Pubs/Tools/Evaluation/Pub3669.pdf
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Logic Model - University of Idaho:
http://www.uidaho.edu/extension/LogicModel.pdf
Logic Modeling Resources
This Powerpoint Presentation
http://www.ca.uky.edu/AgPSD/programdesign.ppt
Program Design Publication
http://www.ca.uky.edu/AgPSD/programdesign.pdf
Logic Modeling Course on the Web
www1.uwex.edu/ces/lmcourse/
W.K. Kellogg Foundation Logic Modeling Guide
www.wkkf.org/Pubs/Tools/Evaluation/Pub3669.pdf