Situation analysis helps Cooperative Extension identify issues of broad public concern
which might become targets of Extension programming. Priority setting activities then help
Extension professionals determine which of these public concerns most deserve Extension’s
attention. Then, once the focus of Extension’s work is determined, programs are developed
which address those identified concerns. That phase of the program development process is
called program design. A program plan is developed for each resulting program.
A well designed program will result in significant and lasting changes in people and the
conditions in which they live. Consequently, a program is defined as a sequence of
intentional actions and events organized in a manner that they result in valued
outcomes for a clearly defined audience.
There are several key words and phrases in that definition which merit further
discussion. First, viewing a program as a sequence of actions and events suggests that a
single activity, learning experience, or publication by itself is not likely to produce the type of
significant and lasting changes described above. Second, the definition suggests that actions
and events are intentional in nature. They are selected because of their utility in producing
desired outcomes. Third, the term valued suggests that some group of individuals has made
a judgment regarding the outcomes the program intends to bring about. Finally, the definition
suggests that the designers of the program should be able to clearly articulate the audience
the program targets.
MAPs and Program Plans
Situation analysis and priority setting yield a set of high priority program thrusts called
Major Areas of Programming or MAPs. MAPs are useful for communicating the nature of
Extension’s work to external stakeholders. But the scope of work included in a single MAP is
frequently to broad to be represented by a single program plan. Instead, several program
plans may be developed for a single MAP. For example, a county with five MAPs may develop
more than five program plans. There is not a one-to-one correlation between MAPs and
program plans. The diagram at the top of the next page shows the relationship between MAPs
and program plans.
MAP
Program Plan Program Plan Program Plan
Design Teams
The County Extension Council (CEC) plays a major role in both situation analysis and
priority setting. While the CEC may help to identify critical areas where programming is
needed, it may not be practical to involve the full Council in developing detailed program plans.
This is best left to a smaller group called a design team.
Some design teams are existing advisory councils. For example, the 4-H Council may
develop the program plan for a specific youth issue. But other times it may be beneficial to
create a new planning group that cuts across program areas and brings in new program
partners.
A typical design team might include interested agents, council members, other
Extension volunteers, local citizens, and representatives of collaborating organizations or
agencies. While specific composition will vary by program, the design team should always
involve more than just Extension staff.
The Logic of Programs
Embodied in the definition of a program is the notion of a logical “if-then” relationship
between actions and outcomes. The rationale for why specific actions should produce
desired outcomes is called the program theory. Program theory explains why the things we
do should produce the results we intend.
Seldom, though, can a program theory be expressed as a simple two-element “if-then”
relationship between actions and outcomes. More often, program theory is expressed as a
chain of “if-then” relationships somewhat analogous to a chain of dominos standing on end.
When one domino falls, it causes the next to fall and so on.
For a program on healthy eating, a more complete program theory would suggest that if
the appropriate learning experiences are provided, then participants will experience a change
in attitudes regarding the importance of healthy eating. It could be argued that such changes
in attitudes are requisite to a change in eating behavior. If participants eat healthier foods,
then they are likely to experience better health.
Many program theories are implicit. In other words, they exist only in the mind of the
programmer. They are not communicated to others in any way. But, more and more,
programmers create diagrams or charts to communicate the theory behind a program they are
planning. These diagrams and charts are typically called logic models.
Logic Models
Simply stated,a logic model is a picture of how a program is supposed to operate.
Logic models specify the chain of actions, events,or outcomes that a program intends to set in motion. The relationships between elements in the chain are presented as “if-then”relationships. We make assertions about these relationships based on research, experience,intuition, and other sources of knowledge. Logic models help make the theory behind a program explicit.
Some logic models are simple linear chains. Others are more complex and systems-oriented. While there is no prescribed formula for how a finished model should look, the benefits of using logic models in program development are clear and compelling.
Benefits of Logic Models
The W. K. Kellogg Foundation (2001) cites several benefits of using logic models in program development. First, logic models are instrumental in program development.
They serve as a guide for program planning, a blueprint for implementation, and a framework fore valuation. Second, logic models can help us communicate our plans to others who may be contemplating an initial or
continuing investment in hat program.
Third,logic models reflect a shared understanding of a program which results from facilitated dialogue among members of the design team. Finally, logic models serve as diagnostic tools to help us figure out why programs are not working as planned.
Basic Elements of Logic Models
Inputs
are the resources needed toconduct a program. Inputs include such things astime, money, paid staff, volunteers, materials, facilities, equipment, and the efforts of partners.Inputs are the costs ofconducting a program.
Outputs
are the things that an organization
does with the inputs it commits to aprogram. Outputs are the specific actions taken by the organization in response to an identified need or issue.
Outcomes
can be defined as the state of affairs which exists after a program is conducted.For the purpose of this publication, the term outcome is synonymous with the term results.
More About Outputs
Many logic models further define outputsby specifying boththe nature of the organization’s activities and the audience for which they are intended.
Inputs ----------Output ------------Outcomes
resources resources results
Audience Activities
In Extension,activities are typically learning experiences provided to an audience we intend to reach. They include such things as workshops, field days,demonstrations, camps,training schools, newsletters, home visits, and a wide array of other learning experiences.The activities, or things that the organization does, are usually directed toward a particular audience. To be effective, logic models should clearly define the audience to be served by the program. The audience to be served influences both the content to be offered and the nature of the learning experience provided.
Types of Outcomes
In an attempt to strengthen program development activities among affiliated organizations, The United Way of America (1996)has developed a three tiered framework fort thinking about outcomes. Their model identifies initial, intermediate, and long-term outcomes.
They suggest that initial out comes are the first benefits or changes that a participant experiences. Initial outcomes are typically changes in a participant’s knowledge, opinions,skills or aspirations related to a particular topic. The acronym KOSA can be used to refer to these four types of initial outcomes (knowledge, attitudes, skills, and aspirations). Intermediate outcomes are defined as changes in participants practices or behaviors.Intermediate outcomes link initial outcomes to more distant results.Long-term outcomes tend to be the ultimate benefits that a program aims to produce.Most long-term outcomes can be categorized as being social, economic, or environmental in nature.
The acronym SEEC
has been developed to refer to collectively to long-term changes
in social, economic, or environmental conditions. Long-term outcomes can affect the participants themselves, other people,a community, or society in general.It is important to point out that the “if-then” relationships discussed earlier also serve to link various types of outcomes together in a logical sequence. For example, program participants must become aware of a better way of doing something before they can be expected to change their behavior. If they actually change their behavior, then, social, economic, or environmental benefits can be expected to result from that action.
Putting It All Together
The illustration below incorporates all of the basic elements into a single diagram. Atthe far left, themodel shows howinputs support the implementationof program activities. Theactivities which are conducted attract program participants which have certain characteristics.
Through their involvement with the program, those participants gain knowledge, acquire skills,
change their opinions, or aspire to change their behaviors. What participants learn is seen as
nstrumental in supporting changes in behaviors orpractices. Such actions, in turn, produce changes in social, economic, or environmental conditions (on the far right).
Inputs Activities Audience Initial Outcomes Intermediate Outcomes
Resources Learning Individuals who Learning that Actions that result
committed experiences participate their results from from learning
to the program supported by characteristics and participation (practices and behaviors)
the resources reactions (KOSA)
invested
* the last is*
Long term Outcomes
Conditions which change
as a result of actions
(SEEC)
As the program is implemented, events depicted in the logic model occur from left to
right. But program planning begins on the right side of the model. The process of designing a
program using a logic model framework can be seen as generating answers to a series of
questions, with each question related to one of the basic elements of the logic model.
Here is a series of questions which may be asked of a design team during the process
of building a program logic model.
ƒ What changes in social, economic, or environmental conditions will the program
produce? That is, what are the long-term outcomes of our program?
ƒ If such changes in conditions are to be realized, what must people do differently in
terms of practices or behaviors?
ƒ If people are to change their behaviors or practices, what must they know? What skills
must they possess? How must their attitudes or opinions change? What must they
aspire to? Be as specific as possible when identifying desired KOSA changes.
ƒ Who is the audience that the program is intending to reach? What are the
characteristics of the intended audience? (There may be more than one target
audience.)
ƒ What activities or learning experiences will be most effective in producing the
outcomes desired for each target audience?
ƒ What resources are required to implement the learning experiences planned?
Once these questions are answered, the design team is ready to put their logic model on
paper. Sometimes design teams will develop answers to these questions on separate sheets
of flip chart paper and tape them to a wall to represent the program’s logic model. Following
the meeting, one or two members condense the logic model into a form more suitable for
sharing with others. The worksheet included in this publication can be used for this purpose.
This condensed logic model can then be entered into the program planning templates found in
CATPAWS.
Outputs Outcomes
Inputs Activities Audience Initial Intermediate Long term
Inputs Activities Audience Initial Outcomes Intermediate Outcomes
Resources Learning Individuals who Learning that Actions that result
committed experiences participate their results from from learning
to the program supported by characteristics and participation (practices and behaviors)
the resources reactions (KOSA)
invested
* the last is*
Long term Outcomes
Conditions which change
as a result of actions
(SEEC)
As the program is implemented, events depicted in the logic model occur from left to
right. But program planning begins on the right side of the model. The process of designing a
program using a logic model framework can be seen as generating answers to a series of
questions, with each question related to one of the basic elements of the logic model.
Here is a series of questions which may be asked of a design team during the process
of building a program logic model.
ƒ What changes in social, economic, or environmental conditions will the program
produce? That is, what are the long-term outcomes of our program?
ƒ If such changes in conditions are to be realized, what must people do differently in
terms of practices or behaviors?
ƒ If people are to change their behaviors or practices, what must they know? What skills
must they possess? How must their attitudes or opinions change? What must they
aspire to? Be as specific as possible when identifying desired KOSA changes.
ƒ Who is the audience that the program is intending to reach? What are the
characteristics of the intended audience? (There may be more than one target
audience.)
ƒ What activities or learning experiences will be most effective in producing the
outcomes desired for each target audience?
ƒ What resources are required to implement the learning experiences planned?
Once these questions are answered, the design team is ready to put their logic model on
paper. Sometimes design teams will develop answers to these questions on separate sheets
of flip chart paper and tape them to a wall to represent the program’s logic model. Following
the meeting, one or two members condense the logic model into a form more suitable for
sharing with others. The worksheet included in this publication can be used for this purpose.
This condensed logic model can then be entered into the program planning templates found in
CATPAWS.
Outputs Outcomes
Inputs Activities Audience Initial Intermediate Long term
Resources Activities Individuals who Learning that Actions that Conditions
deployed to supported by participate in results from results from which change
address resources the activities participation learning as a result of action
situation
http://www2.ca.uky.edu/agpsd/programdesign.pdf
Walang komento:
Mag-post ng isang Komento