Case study â EQUAL-ARK. ⢠Develop a ToC for an ... Adapted from âDeveloping a Logic Model: Teaching and training guideâ, University of Wisconsin Extension,.
THEORY OF CHANGE FOR STRATEGIC PLANNING DR JUSTIN LEE & DENISE LIU - THE SOCIAL COLLABORATIVE DESMOND WONG – EQUAL-ARK
Objectives • Background to Logic Models/ Theory of Change (ToC) • Purpose and benefits of using a ToC • Different components of a ToC • Case study – EQUAL-ARK • Develop a ToC for an actual programme
What is a logic model? • A visual way of describing your programme • Shows links between inputs, programme activities and expected outcomes What’s Invested
What’s done
What Results
A Logic Model
United Way, http://www.uwgw.org/
Logic Model – An Example Inputs
Activities
• Psychologists • 10 Trauma• Resources focused • Programme group materials therapy sessions • Individual sessions to process trauma experiences
Outputs
Short Term Outcomes
Mid-Term Outcomes
Long-Term Outcomes
• No. of • Child • Child • Recovery children gains applies from who attend knowledge coping skills trauma programme about • Reduction • No. of trauma in trauma individual symptoms symptoms sessions • Child conducted learns coping skills
Theory of Change • Describes how activities link to outcomes • Explains how and why the desired changes are expected to come about • “If-Then” statements used to connect steps in the programme
Adapted from “Developing a Logic Model: Teaching and training guide”, University of Wisconsin Extension, http://www.uwex.edu/ces/pdande
Theory of Change
http://www.fiver.org/
Why should I use a logic model/ theory of change? Clarifies your programme
Enhances communication Focuses evaluation
Clarifies your programme • • • •
Structures programme planning and design Surfaces gaps in reasoning Helps prioritise programme activities Gets programme staff on the same page Identify child’s strengths & talents
Child has greater confidence & increased selfesteem
Reduction in anger outbursts
Enhances communication • Builds shared understanding of what programme is about • Helps stakeholders understand programme at a glance • Develops common language between programme staff and evaluators
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Enhances communication • Builds shared understanding of what programme is about • Helps stakeholders understand programme at a glance • Develops common language between programme staff and evaluators
Focuses evaluation • Helps determine: • When to evaluate • What to evaluate • Prioritises evaluation process
HOW WE DO IT AND WHY WE DO IT THIS WAY
Example: Employment for People with Disabilities
Marketing personnel
Scope of activities
Trainers
Funding
Activities
Less scope
Inputs
Employer engagement & education
Outputs No. of employers who completed program
Initial Outcome
Intermediate Outcome
Longer Term Outcome
Employer engagement thrust
Employers understand capability of PWDs [insert measure/indicator]
Financial incentives for employers
Check alignment
Job placement officers
Job matching and placement
Internship liaison
Internship program
Teachers
Vocational training
No. of successful applications Check tightness
Employers find it financially feasible to hire PWDs
No. of internships completed No. of certifications issued
PWDs secure jobs
[insert measure/indicator]
PWDs acquire work skills [insert measure/indicator]
` and aspired impact Ambition
PWD capability thrust
Testing for Other Key Causal Factors & ‘Bringing them into the Fold’ Inputs
Activities
Outputs
?
Initial Outcome
Employers understand capability of PWDs
Intermediate Outcome
?
?
Employers find it financially feasible to hire PWDs
Employers willing to hire PWDs
PWDs are work-ready PWDs acquire work skills
?
?
? PWDs secure jobs
?
?
Longer Term Outcome
?
?
?
?
Summary of Process & Checks 1. 2. 3. 4. 5.
Big picture overview: colour coded strategic thrusts Flow, achievability & sequencing of thrusts Tightness of connection between activities to outcomes Alignment of activities to resourcing required Indicators and measures for each milestone for purpose of creating a ‘dashboard’ 6. Big picture again: check for structural gaps and other causal factors 7. Pacing of the strategic plan 8. Implications for organizational structure & enterprise design
CASE STUDY
A Case Study EQUAL helps vulnerable youth remain engaged in the community through education and employment, through equine-assisted learning
Background • Transition from sports-based programme to social services • Need to articulate programme strategy to funders
Who was involved? • • • • •
Programme director Programme staff A board member Facilitators from the Social Collaborative Student volunteers
Process • • • • • •
Mapped out outcomes from clients’ perspective Linked activities to desired outcomes Developed preliminary logic model/TOC Refined TOC Communicated TOC to funders Designed outcome evaluation based on TOC
TOC – Draft 1
TOC – Draft 2 Activities Opportunities to experience & process teamwork dynamics Opportunities to practice & process empathy …listening & communication skills
Short
Apply to school/ class/ daily living
… managing impulsivity
.. problem-solving skills Experience taking on new challenges
Develop intra-personal skills Being able to selfregulate during EQUAL activities
Long
Impact
Other school programmes & outcomes (e.g., academic grades)
Develop interpersonal skills Being able to interact & work with others in a group during EQUAL activities
Transfer of learning
..persisting through challenges
Mid
Welladjusted in school/class
Effective member of society
Other life opportunities
Final TOC – 5 Tracks Community & Cooperation
School/ Job Support
Soft Skills
Equine Skills & Work Experience Individual Behavioural Issues
Inputs
Activities
Volunteers from schools
Mentorship (social integration)
Prog Administrator
Experiential learning
Community work partnerships
Short
Youth with disabilities acquire social role models Youth without disabilities acquire social role models and empathy
Mid
Long
Impact
Community & Cooperation Track Youth with & w/o disabilities effectively work in teams
Participate in community work
Communal inclusion/ ability to work in teams
Sustain education/ employment/ progress in career path
Build social capital
Inputs Career dev specialist (job coach plus) Counsellor x3 Horses x2 Trainers x5 Asst prog administrator Special needs teacher
Communal inclusion/ ability to work in teams Youth with & w/o disabilities effectively work in teams
Long Sustain education/ employment/ progress in career path Youth return to community thru education/ employment
Pre-vocational training & screening Employability skills training (general) Mentorship (work-related)
Youth are IT literate, interview-ready, and understand workplace expectations & how to adapt to workplace conditions
Soft Skills Track
Impact
Financial independence / mobility
Equine skills & work experience
Inputs Counsellors x3 Classroom x2
Activities
Trainers x2 Arena
Counsellor Prog administrator
Long
Youth manages individual, behavioural and psycho-social issues
Youths stay in/ return to education/ employment
Impact
Socioemotional learning
Horses x 8
Clinical psychologist
Mid
Therapeutic casework & counselling (with equineassisted human development) Processing referrals from MSF, social svc org & schs
Reduction in problem/ delinquent behaviour
Individual Behavioural Issues Track
Challenges • • • •
Unstructured nature of programme Determining outcomes for counselling One overall TOC or 1 TOC per programme? Accounting for variations within each programme
Benefits • Brought onto the table differences in understanding of programme • Provided a clear framework to test theory of change • Consistent marketing terms
Benefits • Identification of core business, resulting in a move away from school-based engagement programmes • Stakeholder confidence: grantors, MSF, CSR organisations • Clear indicators of progress
How it could be improved • Starting with “question zero” – broad outcome that programme wants to achieve • Conducting needs assessment prior to TOC • Developing marketing exercise to communicate programme value to laymen
Practice Session
Exercise
Scope of activities
Inputs
Activities
List resource requirements, eg manpower, skills requirement
What will you do to see this specific change?
inputs
What will you do to see this specific change?
?
?
What will your activity produce that will lead to client change?
Initial Outcome
Intermediate Outcome
Changes to client required
Longer Term Outcome
Name & colour code your ‘thrust’
[insert measure/indicator]
[insert measure/indicator]
Check alignment
?
Outputs
Changes to client required Check tightness
?
?
?
[insert measure/indicator]
Changes to client required [insert measure/indicator]
Specify ultimate outcome desired
?
Changes to client required
?
?
Changes to client required [insert measure/indicator]
[insert measure/indicator]
` and aspired impact Ambition
[insert measure/indicator]
Name & colour code your ‘thrust’
Analytic Insights & Benefits 1. Seeing configuration and relationships instead of specific features 2. Meaningful measures instead of fixation on either ‘rigor’ or excuses about ‘practicality’ 3. Rolling out your best bet 4. Precise communication and consensus building that eases collaboration 5. Theory-development (mechanisms instead of specific interventions)
