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I like the LM as it encourages me to think through clearly the objectives, the steps and the end outcome I have in mind when initiating a programme or carrying out an activity. It provides greater clarity and reasons/purpose for why we do teh things we do. At the same time, it will also strengthen our ability in being more discerning when identifying the necessary data to be used in evaluation.

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By using LM, the programmes that I plan will have to be more customised to the different target groups of participants because one of the outputs that I need to monitor or take note of is the participants. It forces me to think exactly who the programme supposed to impact.

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I like the idea of the Logic Model focusing on the outcomes to be achieved rather than with the traditional way of gathering of inputs in the evaluation process. This creates the opportunity for creative and innovative ideas in finding an alternative way on how we carry out programmes right from the start and challenges the 'tried and tested' way of doing things.

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There are programmes that are one-shot efforts and others continue for years. Some are designed to change and impact behaviour and others are designed to create awareness or impart new knowledge. Most often than not, it is hard to tell if a programme is successful. How can we tell if the programme meets the goals for which it was intended? Logic model helps us think more explicitly about the design of our programmes and increases the odds of success in accomplishing the goals that were established for the programme. When our programmes are clear, the stakeholders know what they can expect and collaborating partners know how they can contribute to the effort.
It is interesting to note that sometimes the programme may not accomplish the intended goal but reap unintentional benefits and as such we must be flexible to adapt eg. Parents may not benefit from sitting in a workshop but may gain emotional support by just getting tips from others parents.

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A more structured and focused tool to use for evaluation.  Data collection can be put to better use in terms of reviewing programmes and activities. Hence data is not just a set of numbers to show but can be interpreted to provide more meaningful information and can be communicated to the stakeholders

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LM is simple to use when planning and evaluating the different programmes. I like it because it allows communication of ideas and assumptions at the planning stage. It also doesn't take up a lot of time (4 columns - rather straightforward) compared to many more complicated models.

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I agree that the LM is one of the many useful tools that we can use to monitor and evaluate programmes. To start with, the users need to be clear of the situation statement first to use the tool effectively. The strength of this tool is that the evaluation done is very systematic so it will serve as a useful checklist for the users to close gaps if any.

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It is a new tool that can be implemented easily and using a new tool, it  helps us to rethink the school's processes and outcomes.

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This model will be useful when doing planning and evaluating department programmes. However, when adopting this model, we have to know the purpose and get the context clear.

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I'd prefer an evaluative model which is more dynamic in terms of flow. The LM can be improvised to suit our school needs. Having said that, it is definitely easier to understand and clearer to use.

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Sounds logically to start using for evaluating department programmes and need to know what data and information is required before we embark on this LM.  LM can also be used to relook at our school wide programmed and core values.

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I do see the values in using LM. It forces us to question our assumptions and to examine the external factors before starting on our processes. I also like that it begins with the end in mind. I noted that LM relies on assumptions. Was wondering if this might be reliable. How do we determine if the processes are right based on assumptions? It also uses if-then relationships. How do I establish a correct causal relationship as well?

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LM is a useful tool to be use for starting and evaluating program. The different outcome (Short-term outcome, Intermediate Outcome and Long Term outcome) does serve as a check point for us and to review whether should we continue, modify or stop. It requires team effort to achieve our goal.

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It is a useful, logical & systematic tool that's not too difficult to use. It seems to be one effective way to manage the load of data and look into the problems we have. However, we must bear in mind the limitations of LM and compare it with the other evaluation models to see if it's the best fit for us.

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I see the LM as a useful tool  for planning as well as evaluation at programme level. It will be particularly useful for programmes that involve interdepartment collaboration for the purpose of ensuring all involved have a clear understanding of the outcomes and close accountability of what works and what don't. In essence, given limited resources, the LM will perhaps serve us well for reasons of sustainability and sanity.

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The logic model helps us to be more accountable for our programmes as the outcomes are to be clearly articulated. This helps the team to work with an end in mind.

Using the logic model will also help the team in its evaluation of a programme. The team would be able to identify appropriate evaluation and data collection methods. Understandably, this would help the team to collect more pertinent evaluative data that will help improve the management of its programme and its overall performance.

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I see the logic model of designing and evaluating programmes as a useful document in 2 ways. Firstly, one of the ways is to evaluate the current programmes to see its relevance and alignment to the school vision. Secondly, I see the usefulness of the model to design new programmes to close the gaps in achieving set targets at the school and department level. One of the considerations is to include the teachers from the start in training them to use the logic model as they are involved in implementing the programmes.

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The LM as a tool seems simple to use.  Would there be a context that it can serve the purpose better? Meaning it can be use for some context but not as well as others?

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There are good intentions to rationalise the outcomes (be very specific) and makes assumptions and plans for resources before starting any programme.
I have questions:
Does the LM always have to start with a problem?
As a dept, if we adopt this, does it mean we have to have multiples of these LM for different programmes? If so, there should also be a overarching view of these outcomes for each dept and as a school?
As the LM does not reflect reality, what can we do to overcome this?

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It will make a good start. Often, i dive into projects and programmes without first making sense of the environment that i am operating in. And without first questioning my own assumptions and understanding what will lead to a better outcome. I am definitely guilty of this "gut-feel" approach and i believe that the Logic Model should be able to give me a more structured way of designing programmes and measuring their effectiveness within our school.

In addition, i believe that it is equally important to involve team members and stakeholders in crafting a Logic Model, as they may be able to provide insights. This may increase the reliability of the Logic Model, making it more comprehensive at the same time.

I was browsing through some Logic Models on the internet when i came across the following Logic Model. It is a Logic Model of a very simple situation (perhaps the persons is just trying out) but what struck me, is the model in the "Outcome" approach. It really illustrates the complexity of the mental models that we have in our minds. It may help us to question our own beliefs and assumptions. Very interesting indeed.

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I would like to use this tool but I would like to work as a team when using LM. I would like to be involved in discussions on what other tools like KISS may be better or less effective when evaluating a programme.
Inputs: would help me see what are my current situation and resources available
Outputs: helps me to think how I am going to use my limited resources and situation; getting help from outside
Outcomes: helps to plan my short-medium-long term goals

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There are some legacy programmes and activities at the level. It's time to relook at them, in the aspects of impact and relevance. LM is a possible tool.

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While the tool is simple to understand and use, it will appeal most to the group who are logical thinkers.  May not appeal to the other type of thinkers.
One learning point from my three years in Organisational Development division is that frameworks and models are like one of the many tools in our toolbox.  Depending on the situation and context, we use the most appropriate too.  Having said that, if the whole school decides to use this tool as an organisational framework, it will promote a common language to facilitate understanding among the SC.

I will try the tool for the admin department and use it initially as a communication tool and to document the thinking behind our improvement plans.

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Every tool has its purpose.  Key is to identify the right context.  When applied in a purposeful and appropriate manner, the results would be stunning - we get a clear and concise picture of cause and effect.  Gaps would be very evident.

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Ditto above...if this is an unfamiliar post-it....it means you are not able to see the above padlet.

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