Social Work Logic Model

A logic model is a diagram of the relationship between a need that a

program is designed to addret>s and the actions to be taken to address the need and achieve program outcomes. It provides a concise, one-page pic- ture of program operations from beginning to end. The diagram is made up of a series of boxes that represent each of the program’s components,

inputs or resources, activities, outputs, and outcomes. The diagram shows how these components are connected or linked to one another for the purpose of achieving program goals. Figure 31.1 provides an example of the framework for a basic logic model.

The program connections illustrate the logic of how program operations will result in client change (McLaughlin & Jordan, 1999). The connections show the “causal” relation- ships between each of the program components and thus are referred to as a series of”if- then” sequence of changes leading to the intended outcomes for the target client group (Chinman, hum, & Wandersman, 2004). The if-then statements represent a program’s theory of change underlying an intervention. As such, logic models provide a framework that guides the evaluation process by laying out important relationships that need to be tested to demonstrate program results (Watson, 2000).

Logic models come from the field of program evaluation. The idea emerged in response to the recognition among program evaluators regarding the need to systematize the program evaluation process (McLaughlin & Jordan, 2004). Since then, logic models have become increasingly popular among program managers for program planning and to monitor program performance. With a growing emphasis on accountability and out- come measurement, logic models make explicit the entire change process, Lhe assump- tions that underlie this process, and the pathways to reach ing outcomes. Researchers have begun to use logic models for intervention research planning (e.g., Brown, Hawkins, Arthur, Briney, & Abbott, 2007).

The following sections provide a description of the components of a basic logic model and how these components are linked together, its relationship to a p rogram’s theory of

[ : Inputs 1–_.,•1 Ac~vities ,II—-.~•{ .Outputs ·11—~·1 Outcomes I AUTHOR’S NOTE: The author wishes to acknowledge Dr. Tony Tripodi for his thoughlful comments on a drafl of this chapter.

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548 PART V • CONCEPTUAL RESEARCH

change, and its uses and benefits. The steps for creating a logic model as well as the chal- lenges of the logic modeling process will be presented. The chapter concludes with an example of how a logic model was u~cd to enhance program outcomes for a family liter- acy program.

Components of a Logic Model

Typically, a logic model has four components: inputs or resources, activities, outputs, and outcomes. Outcomes can be further classified into short-term outcomes, intermediate outcomes, and long-term outcomes based on the length of time it takes to reach these outcomes (McLa ughlin & Jordan, 2004) . The components make up the connection between the planned work and the intended results (W. K. Kellogg Foundation, 2004). The planned work includes the resources (the inputs) needed to implement the program as well as how the resources will be used (the activities). The intended results include the outputs and outcomes that occur as a consequence of the planned work. Figure 31.2 expands on the model illuslrated in Figure 3 1.1 by adding examples of each component. This particular logic model, adopted from frechtling (2007), provides an illustration of the components of an intervention designed to prevent substance abuse and other prob- lem behaviors among a population of youth. The intervention is targeted toward improv- ing parenting skills, based on the assumption that positive parenting leads to prosocial behaviors among youth {Bahr, Hoffman, & Yang, 2005). The following section provides definitions and examples of each logic model component, using this illustration.

Resources Resources, sometimes referred to as inputs, include the human, financial, organizational, and community assets that are available to a program to achieve its objectives (W. K. Kellogg Foundation, 2004). Resources are used to support and facilitate the program activities. They are usually categorized in terms of funding resou rces or in-kind contribu- tions (Frechtling, 2007) .

Some resources, such as laws, regulations, and funding requirements, are external to the agency (United Way of America, 1996). Other resources, such as staff and money, are easier lo quantify than others (e.g., community awareness of the program; Mertinko, Novotney, Baker, & Lange, 2000). As Fn.:c:htli ng (2007) notes, it is important to clearly and thoroughly identify the available resources during the logic modeling process because this information defines the scope and parameters of the program. Also, this inCormation is critical for others who may be interested in replicating the program. The logic model in Figure 31.2 includes fu nding as one of its resources.

Activities Activities represent a program’s service methodology, showing how a program intends on using the resources described previously to carry out its work. Activities are also referred to as action step!; (McLaughlin & Jordan, 2004). They are the highly specific tasks that p rogram staffs engage in on a daily basis to provide services to clients (Mertinko et al., 2000) . They include all aspects of program implementation, the processes, tools, events, technology, and program actions. The activities form the foundation toward facil- itating intended client changes or reaching oulcornes (W. K. Kellogg Foundation, 2004). Some examples are establishing community councils, providing professional develop- ment training, or initiating a media campaign (Frechtling, 2007). Other examples are