Part 2 contains five sessions that follow a logical progression. The first three sessions focus on programme logic models: what they are, how they are developed and how they can be used for evaluation planning. The fourth session covers the translation of a programme logic model into a logframe or LFA matrix. The final session demonstrates how a Five-Year Integrated Monitoring and Evaluation Plan is developed.

Sessions 2 through 5 are built around a series of exercises simulating the progression from developing programme logic models to logframes to the IMEP. The case studies “Kids in Arms” and “Let's Build Peace Project” are the basis for the module’s exercises. The case studies allow some consideration of programming in unstable contexts.

Material is also provided so that different sessions can be used as a standalone if time constraints or focus of the training activity dictates.

It is also possible to integrate materials on indicators, processs, and the criteria for selecting them from Part 3 of this module.

OBJECTIVES

Session 1: What is a programme logic model? And other results-based planning tools

• Participants can describe what programme logic models are, how they are used, their basic components and how they fit in the range of results-based planning tools.

• Participants can describe the steps and have basic skills to build a programme logic model.

• Participants can describe the process and have basic skills to use programme logic models as a tool in M&E planning.

• Participants can describe how a logframe matrix is built up from a logic model and can identify the differences between the two.
• Participants can identify M&E indicators and data sources at different levels of the results chain.
• Participants can identify the key considerations and likely adaptations in using results-based planning tools in crisis and unstable contexts.

Session 5: Integrating a monitoring, research and evaluation plan

• Participants can integrate M&E activities across programmes and apply steps of analysis and prioritisation to develop a realistic and focused IMEP.

SESSIONS

2.2.1

WHAT IS A PROGRAMME LOGIC MODEL? AND OTHER RESULTS-BASED PLANNING TOOLS

This session: introduces the concept, background, and components of logic models; illustrates their application to real programmes; and situates programme logic models in relation to other results-based planning tools (i.e. results frameworks and logframes).

FN	What is a programme logic model? And other results-based planning tools Using brainstorming and guided discussion, the facilitator will help participants clarify concepts on programme logic models.
CCS	What is a programme logic model? Results frameworks, programme logic models, logframes -- different tools for different applications
OH	What is a programme logic model? Results frameworks, programme logic models, logframes -- different tools for different applications

LINKS WITH OTHER MODULES

Module 4.2.1 Understanding conceptual frameworks and causal trees. Conceptual frameworks and their adaptation in context-specific causal or problem trees help us understand underlying structures and hierarchies of problems. They are usually a first step in developing a programme logic model, which is then used to develop a logical framework analysis.

2.2.2

BUILDING PROGRAMME LOGIC MODELS

This session is the first of a series of exercises building on case studies "Let's Build Peace Project" and "Kids in Arms". It can also be a standalone.

This session aims at getting participants to structure a logical sequence of inputs, activities, different levels of results, and assumptions for a specific programme. It includes practice in clear results-oriented objective-setting. The programme logic model is highlighted as a useful for quick planning even in crisis and unstable contexts.

FN	Developing a programme logic model Following a quick presentation that recalls steps in developing programme logic models, participants will develop a programme logic model based on a case study. The programme logic module will then be checked to ensure that the results identified pass the "SMART" test.
CCS	Steps in building a programme logic model Smart test for results
OH	-
EX	Case study instructions Case study: Kids in Arms Case study: Let's Build Peace Project Example of logic model for Let's Build Peace Project Example of logic model for the Kids in Arms Project

2.2.3

USING PROGRAMME LOGIC MODELS IN EVALUATION PLANNING

This session is part of a series of exercises building on case studies "Let's Build Peace Project" and "Kids in Arms". It can also be a standalone.

The session focuses on how programme logic models can be used as a tool in evaluation planning and a base to define and prioritise evaluation questions.

FN	Using programme logic models in evaluation planning Using VIPP cards, participants will identify evaluation questions for an existing programme logic model. The facilitator will then guide a discussion that, after reviewing the evaluation questions developed by participants, will outline the benefits of using programme logic models in evaluation planning.
CCS	Using programme logic models in M&E
OH	-

2.2.4

LOGIC MODELS TO LOGFRAMES: IDENTIFYING INDICATORS

This session is part of a series of exercises building on case studies "Let's Build Peace Project" and "Kids in Arms". It can also be conducted as a standalone.

Using programme logic models as a base, this session shows how logframe matrices can be developed, including defining indicators for each level of results. The session includes discussion of how logframes can be adapted and used in crisis and unstable contexts. Note that specific content on indicators (focusing on definitions and criteria for selection) can be integrated from part 3 of this module.

FN	Logic models to logframes: identifying indicators This exercise is based on group work with VIPP cards. Starting from an existing programme logic model, participants will build a logframe for the programme and add performance indicators, going through a process of brainstorming and then screening possible indicators. Plenary discussion is used to draw out adaptation of logframes in crisis and unstable contexts.
CCS	Results-based planning tools for M&E in crisis/unstable contexts Indicators (from session 2.3.1) Selecting indicators: the process (from session 2.3.2) Selecting indicators: criteria (from session 2.3.2) Selecting indicators: levels of precision (from session 2.3.2)
OH	-
EX	Programme logic model "Let's Build Peace Project" (from session 2.2.3) Programme logic model "Kids in Arms" (from session 2.2.3)

2.2.5

INTEGRATING A MONITORING, RESEARCH AND EVALUATION PLAN

This session is part of a series of exercises building on case studies "Let's Build Peace Project" and "Kids in Arms". It can also be conducted as a standalone, but if it is, participants must have an overview of programme logic models and indicators.

Completion of the whole expercise will allow participants to appreciate the efficiencies to be gained in integrated M&E planning , i.e. planning across the whole Country Programme as opposed to by programme/sector. They will also gain experience in prioritising, building, and refining an IMEP in light of capacity and resource considerations.

FN	Integrating a monitoring, research and evaluation plan The facilitator will lead two groups through stages of developing an IMEP starting from two logframes developed in previous sessions (or any other existing model of logframe).
CCS	Integrating a monitoring, research and evaluation plan
OH	-

REFERENCE MATERIALS

Logic models

W.K. Kellogg Foundation (2001). Logic Model Development Guide. W.K. Kellogg Foundation. Pg. 7-25. (10 pg.). On the web at: http://www.wkkf.org/pubs/Pub3669.pdf
This reading is a clear ‘how to’ reference on logic models. The manual situates the basic programme logic model in relation to two other types of logic model: the Theory Approach Model intended for the initialconceptualisation of a ‘theory of change’ or experimental programme and the Activities Approach Model to define very detailed implementation and implementation monitoring plans (p.7-15). The “Outcomes Approach Model” covered in chapter 2 (p.15-25) corresponds closest to kind of logic models referred to in the UNICEF M&E Training Resource.

Using logic models for M&E planning

Jordan G., (1999). The State of the Art of Logic Modelling. 1999 American Evaluation Association Conference November 5, 1999. Sandia National Laboratories. Pg. 1-16.
This quick powerpoint presentation demystifies logic models and situates the many adaptations and uses.

W.K. Kellogg Foundation (2001). Logic Model Development Guide. W.K. Kellogg Foundation. pg. 35-37 (2 pg.). On the web at: http://www.wkkf.org/pubs/Pub3669.pdf This manual is a far-reaching ‘how to’ reference on logic models. Chapter 4 covers “Using your logic model to plan for evaluation”. Pages 35-37 describe clearly how to use a logic model to frame your evaluation questions. The rest of the chapter provides excellent tools for evaluation planning including checklists and flowcharts, complementing the material covered in UNICEF M&E Training Resource Module 3, Part 1 and 2.

McLaughlin J.A., Jordan, G., (1999). Logic models: a tool for telling your program's performance story. Evaluation and Program Planning. (22) 65-72. (8 pg.).
This text covers the basic background of logic models and how to develop them, and most importantly describes the use of logic models in performance measurement, all directed to the programme manager. Discussion includes the most basic uses in implementation monitoring and presents some of the basic evaluation questions that can be posed with reference to the logic model.

Millar, A., Simeone, R.A., Carnevale, J.T. (2001). Logic Models: a system tool for performance management. Evaluation and Program Planning. (24) 73-81. Sawadogo, J.B., Dunlop, K. Managing for Results with a Dynamic Logical Framework approach: from Project Design to Impact Measurement. Canadian Journal of Development Studies.

Patton, M. 1997, Utilisation-Focused Evaluation, 3rd ed., Thousand Oaks: Sage Publications. Pp 154-169 (33p)
This text focuses on the challenges in framing outcomes and thus in achieving a results focus – a challenge that is critical in developing a logic model. It provides a series of concrete examples of problematic outcome statements and then moves to how to develop an outcome framework for people-oriented results-based management and evaluation. The ‘how to’ description covers identifying the participant or client group, specifying outcomes and then outcome indicators, defining performance targets and details of data collection and considerations in terms of how results will be used.

Logical framework approach (logframe)

Canadian International Development Agency (2001). The Logical Framework: Make it Results-Oriented. On the web at: http://www.acai-cida.gc.ca/cida_ina.nst. (11 pg.)
This is the CIDA guide on using the logical framework approach (LFA). It is a brief "how-to” guide for using the LFA in designing bilateral projects. It assumes some familiarity with LFA and results-based management. It is interesting for the emphasis placed on a results focus as opposed to an input focus. An example of the logframe in a CIDA project can be seen at http://www.acdi-cida.gc.ca/cida_ind.nsf/682f5cd8c017661b8525677d007117d9/a9bbc92ad2ad843385256b0c005f0ba5?OpenDocument

Danida (1995) Logical Framework Approach: A Flexible Tool for Participatory Development"

Norwegian Agency for Development Corporation (NORAD) (1992). The Logical Framework Approach: Handbook Objectives-Oriented Planning-2nd Edition.

AUSAID (2002). The logical framework approach. On the web at: http://www.ausaid.gov.au/ausguide/ausguidelines/ausguidelines-1.pdf BOND (2001). Beginner's Guide to Logical Framework Analysis. On the web at: http://www.bond.org.uk/lte/guidancenotes/logframes1.html

IMEP

See references and recommended readings for part 2.1. Also, USAID (1996). Performance Monitoring and Evaluation TIPS “Preparing a performance monitoring plan”, no. 7 http://www.usaid.gov/pubs/usaid_eval/pdf_docs/pnaby215.pdf

RELATED TRAINING MATERIALS

UNICEF (2004) Programme Process Training Package. For UNICEF staff see the latest version on the Intranet Learning Web