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MEAL D PRO > Designing Logic Models > Flashcards

Designing Logic Models Flashcards

1
Q

LOGIC MODEL

A

A systematic, visual way to present a summarized understanding of a project and how it works. It provides an overview that addresses questions like:
● What is your desired impact?
● How do you believe change will take place?
● What assumptions need to hold true for the change to occur?
● How will you measure and track progress?

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2
Q

Who uses the logic model?
PROJECT PROPOSAL WRITERS

A

Use logic models to prompt discussions about potential activities, resource estimates, calendars and risk management.

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3
Q

Who uses the logic model?
PROJECT MANAGERS

A

Use logic models to communicate with stakeholders (communities, partners and others) to explain what the project will accomplish, and how.

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4
Q

Who uses the logic model?
BUSINESS DEVELOPMENT STAFF

A

Use logic models to explain the project logic and results to potential funders.

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5
Q

Who uses the logic model?
PROJECT TEAMS

A

Revisit logic models during project implementation, updating strategies and processes as they learn from experience, and adapt to unforeseen events.

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6
Q

Who uses the logic model?
MEAL TEAMS

A

Use logic models as principle input of the design of MEAL systems.

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7
Q

Put in order: Progression of Logic Models

A. Results Framework
B. Logical Framework
C. Theory of Change

A

C
A
B

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8
Q

THEORY OF CHANGE

A

Maps out the:
- Intended long-term change
- Major pathways to change
- Interconnecting relationships
- Underlying assumptions and supporting evidence
- Contributions from non-project stakeholders that are needed for change to occur

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9
Q

RESULTS FRAMEWORK

A

Builds on the theory of change by mapping out the:
- Project hierarchy of objectives, including objectives statements for different levels of the project
- Causal logic of the project that organizes project results into a series of if-then relationshiops

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10
Q

LOGICAL FRAMEWORK

A

Builds on the theory of change and the results framework by mapping out the:
- High-level MEAL framework, including indicators and means of verification
- Assumptions that need to be in place for the causal logic to hold true

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11
Q

THEORY OF CHANGE

A

A comprehensive and visual description of how and why a desired change is expected to happen.

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12
Q

ADVANTAGES OF VISUAL THEORY OF CHANGE

A

● Visualize complex data and ideas in an image that is easier to understand.
● Identify the full range of changes needed to achieve the intended impact. These include changes that are implemented by other stakeholders.
● Recognize non-linear change.
● Make explicit the assumptions, i.e. the potential risks that could disrupt the logic of the project.
● Prompt discussion and participation by opening up space to ask questions, challenge assumptions and suggest alternatives.

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13
Q

CONCEPTUAL FRAMEWORK

A

A tested, evidence-based model for a development or relief intervention.

Some of the most commonly used conceptual frameworks for projects address challenges related to food security, nutrition and behavior change. They include:
● Food security: USAID FFP Conceptual Framework for Food and Nutrition Security
● Nutrition: UNICEF Conceptual Framework for Maternal and Child Undernutrition and USAID’s Multi-sectoral Nutrition Conceptual Framework
● Behavior change: FHI 360 Social and Behavioral Model for Change

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14
Q

COMPONENTS OF THEORY OF CHANGE

A
  1. The long-term change
  2. Preconditions and pathways of change
  3. Assumptions
  4. Connections between the pathways of change
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15
Q

Components of the Theory of Change
THE LONG TERM CHANGE

A

Long-term change is the desired lasting impact that the intervention aims to support.

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16
Q

Components of the Theory of Change
PRECONDITIONS AND PATHWAYS OF CHANGE

A

Preconditions are the building blocks of the ToC. They are the requirements that must exist for the long-term change to take place.

Domains of changes are the broad strategic areas of intervention that most directly contribute to achieving the long-term goal of the ToC.

Pathways of change identify the connections between preconditions, how they relate to each other and in what order. Most initiatives have multiple pathways that contribute to the long-term goal.

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17
Q

Components of the Theory of Change
ASSUMPTIONS

A

Assumptions are the conditions or resources outside the direct control of project management, but that nevertheless must be met for progress to be made toward the eventual achievement of the long-term goal.
Examples:
● Government plans, policies and actions will support our work
● Election results will lead to a stable transfer of power
● Other organizations will continue to operate in the same area
● Trends in national and international markets will be favorable
● Communities are interested, motivated and have time to engage
● Project staff can operate safely with full freedom of movement

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18
Q

Components of the Theory of Change
CONNECTIONS BETWEEN THE PATHWAYS OF CHANGE

A

It is important to explicitly identify when preconditions feed into multiple pathways of change, because often this requires that you establish strong communication and coordination between the people working on the different change pathways.

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19
Q

Attention in the theory of change
BLIND SPOTS

A

Blind spots are unintentional omissions in thinking or errors that happen because of habit, snap judgments or overconfidence. Eventually, these blind spots appear in your models because models represent how you think.

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20
Q

Attention in the theory of change
PREVAILING MYTHS

A

Prevailing myths include misguided assumptions like “access equals use,” “knowledge equals action,” and “activities equal outcomes.”

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21
Q

RESULTS FRAMEWORK

A

Results framework A logic model that organizes the results of a project into a series of if–then relationships. The statements in the RF articulate the project’s hierarchy of objectives, describing the causal (or vertical) logic of the project.

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22
Q

True or False: The results framework only includes interventions that are the direct responsibility of the project team.

A

True

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23
Q

Criteria for determining what is included in project interventions:
NEEDS PRIORITIZATION

A
  • Which needs received the highest level of emphasis during the assessment/analysis?
  • Addressing which needs would appear to have the highest potential for impact?
  • Who stands to benefit the most?
  • How will the different needs relating to gender, age and socioeconomic status be accommodated?
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24
Q

Criteria for determining what is included in project interventions:
EXTERNAL PROGRAM CONSIDERATIONS

A

Who else is working in the proposed area of intervention? What are their program strengths?

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25
Q

Criteria for determining what is included in project interventions:
APPROPRIATENESS

A

Is the proposed approach acceptable to the target population and key stakeholder groups? For example, would a reproductive health program be appropriate and consistent with religious and cultural norms?

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26
Q

Criteria for determining what is included in project interventions:
INSTITUTIONAL CAPACITY

A
  • What are your organization’s strengths and weaknesses?
  • What are your implementing partners’ capacity levels?
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27
Q

Criteria for determining what is included in project interventions:
RESOURCE AVAILABILITY

A
  • Is funding available?
  • Is there potential for growth?
  • What opportunities exist to obtain additional resources?
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28
Q

Criteria for determining what is included in project interventions:
FINANCIA/ECONOMIC FESIBILITY

A

Is the project investment justified based on the anticipated return?

29
Q

Criteria for determining what is included in project interventions:
TECHNICAL FEASIBILITY AND SUSTAINABILITY

A
  • Can the proposed work be realistically accomplished?
  • Can the work be sustained and maintained?
30
Q

Criteria for determining what is included in project interventions:
STRATEGIC CONSIDERATIONS

A

What are the strategic priorities for your organization in the region? Country? Other?

31
Q

Criteria for determining what is included in project interventions:
PORTFOLIO CONSIDERATIONS

A

Does the project fit within the larger portfolio of projects in your organization?

32
Q

The four-level hierarchy of objectives
HIERARCHY OF OBJECTIVES

A

Goal
Strategic Objectives (SOs)
Intermediate Results (IRs)
Outputs

33
Q

The four-level hierarchy of objectives
GOAL

A

The goal describes the longer-term, wider development to which the project contributes. Goal statements are usually aspirational, focusing on states of sustainability, livelihood, well-being, etc.

34
Q

The four-level hierarchy of objectives
STRATEGIC OBJECTIVES (SOs)

A

The SOs express the central purpose of the project. They describe the significant benefits that are anticipated by the end of the project. In most cases, the SOs address the immediate causes of the core problem.

35
Q

The four-level hierarchy of objectives
INTERMEDIATE REUSLTS (IRs)

A

The IRs express the expected change(s) in behaviors, systems, policies or institutions as a result of project outputs and activities.

36
Q

The four-level hierarchy of objectives
OUTPUTS

A

Outputs are the deliverables resulting from project activities. They include products, goods, services, knowledge, skills and attitudes. (e.g., people trained with increased knowledge and skills; quality roads built). There may be more than one output for each IR.

37
Q

Translating Theory of Change into Results Framework

A

● The goal level in the RF is consistent with the long-term change identified in the ToC.
● The strategic objectives level in the RF corresponds with the ToC statements found at the domains of change level.
● The intermediate results and outputs levels correspond with the preconditions of the ToC.

38
Q

WRITING OBJECTIVE STATEMENTS FOR THE RESULTS FRAMEWORK

A

Write all objectives statements clearly, using full sentences, and be sure to include information indicating:
● Who changes? Individuals? Communities? Populations? Governments? Institutions?
● What changes? Coverage? Behavior? Knowledge? Technologies? Models? Data? Systems? Policies?
● What is the direction or nature of the change? Increased? Decreased? Improved? Reduced? Adopted? Established? Used? Integrated?

39
Q

Writing objectives statements for the results framework
GOAL

A

Write as a full sentence, as if already achieved. Make the general communities of the intended participants the subject of the sentence.

40
Q

Writing objectives statements for the results framework
STRATEGIC OBJECTIVES (SOs)

A

Write as a full sentence, as if already achieved. Make the targeted participant group(s) the subject of the sentence.

41
Q

Writing objectives statements for the results framework
INTERMEDIATE RESULTS (IRs)

A

Write as a full sentence, as if already achieved. Make the specific individuals or groups whose behavior is expected to change the subject of the sentence.

42
Q

Writing objectives statements for the results framework
OUTPUTS

A

Write as a full sentence, as if already achieved. Make the specific individuals or groups receiving the outputs the subject of the sentence.

43
Q

LOGICAL FRAMEWORK (LOGFRAME)

A

A logic model that describes the key features of the project (objectives, indicators, measurement methods and assumptions) and highlights the logical linkages between them. With the inclusion of these additional items, the Logframe provides the basis for later developing the MEAL plan.

44
Q

INDICATORS

A

Indicators are measures used to track progress, reflect change or assess project performance.

45
Q

MEASUREMENT METHODS

A

Measurement methods identify how the project will gather the data to track the progress of the indicators.

46
Q

ACTIVITIES

A

Activities describe the work that will be conducted to deliver the project outputs.

47
Q

Indicator description by objectives statement level
GOAL

A

In general, a project Logframe would not include indicators at this level. Goal-level indicators reflect longer-term impacts that are usually not achieved through the completion of a single project. Rather, they may require changes brought about by multiple initiatives.

48
Q

Indicator description by objectives statement level
STRATEGIC OBJECTIVES (SOs)

A

Indicators reflect change that is sought, often from a single initiative, among extended participants, target populations, and partners.

49
Q

Indicator description by objectives statement level
INTERMEDIATE RESULTS (IRs)

A

Indicators reflect the expected change(s) in identifiable behaviors of a specific group or the expected change(s) in systems, policies or institutions required to achieve the higher outcome.

50
Q

Indicator description by objectives statement level
OUTPUTS

A

Indicators represent tangible goods and services delivered by the initiative. Examples of output-level language include: people trained with increased knowledge and skills, quality roads built, goods delivered and services performed.

51
Q

Indicator description by objectives statement level
ACTIVITIES

A

Unless specifically mandated by your organization or a donor, Logframe templates do not typically develop indicators to track completion of activities. This is because:
* Activities indicators are often stated in the activity descriptions themselves.
* It is increasingly common to manage activities as part of a detailed implementation plan, not in the Logframe.

52
Q

SMART INDICATORS

A

SMART is an mnemonic that identifies five criteria—specific, measurable, achievable, relevant, time-bound—that together help teams assess the quality of project indicators.

53
Q

SMART - SPECIFIC

A

Indicators must be very closely related to the desired areas of improvement expressed in the objectives statements that they represent, and should include the following characteristics:
● Quantity The expected numerical representations of what is to be achieved
● Quality The expected achievements described using words and/or graphics
● Location The geographic boundary of the expected achievements
● Target population The person or people expected to make/experience the anticipated change.

54
Q

SMART - MEASURABLE

A

Indicators should be written in a way that promotes an accurate assessment of progress.

55
Q

SMART - ACHIEVABLE

A

Indicators must be attainable given the budget, time and resources available.

56
Q

SMART - RELEVANT

A

Indicators must accurately measure the change you want to track.

57
Q

SMART - TIME-BOUND

A

Indicators must identify the time frame within which the change is expected to occur.

58
Q

DIRECT INDICATORS X INDIRECT INDICATORS

A

Direct indicators track change by directly examining what you are trying to measure.

Indirect or proxy indicators track change by examining markers that are generally accepted as being proxies for what you are trying to measure.

59
Q

QUANTITATIVE INDICATORS X QUALITATIVE INDICATORS

A

Quantitative indicators are measures of quantities or amounts. They help you measure project progress in the form of numerical information, such as:
● Numbers
● Percentages
● Rates (e.g., birth rate: births per 1,000 population)
● Ratios (e.g., sex ratio: number of men to number of women)

Qualitative indicators measure judgments, opinions, perceptions and attitudes toward a given situation or subject.

60
Q

QUANTITATIVE METHODS - STRENGTHS

A

● Scalable Processing results from a larger number of subjects
● Generalizable Using data gathered from a sample, assumptions can be made about patterns in the general population
● Objective There is less personal bias in the collection and analysis of data
● Standardized Data collectors use standard approaches whose results can be compared to other data
● Suited to ICT4D Well-suited to use of digital devices for data gathering and analysis

61
Q

QUANTITATIVE METHODS - WEAKNESSES

A

● Results from quantitative methods sometimes miss the depth and complexity of an issue
● Not suitable for identifying and exploring unanticipated or unexpected factors

62
Q

QUALITATIVE METHODS - STRENGTHS

A

● Provide depth and detail Provide detailed descriptions of situation, providing a rich context
● Create openness Encourage people to expand on their responses and potentially open up new areas of inquiry
● Simulate people’s individual experiences Provide a detailed picture of why people act in certain ways and the feelings behind these actions
● Identify the unexpected Helpful for identifying and exploring unanticipated or unexpected factors

62
Q

QUALITATIVE METHODS - WEAKNESSES

A

● Results from qualitative methods are harder to generalize to a larger population
● Data are relatively difficult to collect and analyze
● Data are susceptible to the hidden bias of collectors and participants
● More difficult to transcribe data directly to digital devices

63
Q

MIXED-METHODS

A

Using either quantitative or qualitative measures alone may be insufficient for tracking and understanding change. That is why today’s MEAL practitioners often advocate for a mixed approach that employs both types of measurement methods.

64
Q

MIXED-METHODS AND TRIANGULATION

A

A mixed-methods approach can strengthen your data, analysis and interpretation if you consciously incorporate a process called triangulation.
Triangulation The validation of data through cross-verification of more than two sources.

65
Q

PRIMARY DATA X SECONDARY DATA

A

Primary data come from information collected directly by the project’s team and stakeholders.

Secondary data come from information that is already available through other published or unpublished sources.

66
Q

BALANCING COST AND COMPLEXITY OF MEASUREMENT METHODS

A

Data collection activities are expensive and often consume a significant portion of a project’s MEAL budget. It is important to choose measurement methods that provide quality data, while weighing the trade-offs in terms of effort and cost.

67
Q

Measurement methods in ascending order according to cost-complexity

A

Existing records
Surveys
Semi-structured interviews
Focus groups
Observational studies

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