Implementing Your SRA Program Logic Document The Why and by elizabethberkley


									Rural Health Leaders Development Conference
Southern Rural Access Autumn Meeting
Charleston, South Carolina
November 1, 2000

   Implementing Your SRA
  Program Logic Document:
    The Why and How of Constructing a
             Program Logic

                           Amy Brock
                          Don Pathman
   Who we are
   Purpose of this session
        Describe program logic grids and their role in SRA
        Review how to construct them
        Advice from South Carolina
        Group brain-storming and Q and A
    Who are you?
        Program Logic Models Grid

   Text that spells out the thinking or logic behind
    a program.
   Its key elements are:
       It explicitly lays out selected aspects of the program
       It presents information on the underlying rationale for the
        program, ie, what is to be done to achieve what ends
       It is used for planning, management, and/or evaluation
       Its contents and format are chosen to fit the program and its
        intended uses and users
Program Logic Grid for SRA
  Program Logic Grid for SRA


Alabama’s Healthy Communities
Capacity Building Technical
Assistance Team (TAT)

           (See handout)
        Hints in Preparing SRA
        Program Logics

   Component Description
       Describe the key activities, staff/players, and
        participants (what/where/how/who)
       Shouldn’t be long or detailed, but detailed enough for
        the uninformed reader to understand the activity
   Measurable Process Objectives
       List few key tasks, steps or milestones in the planning
        and execution of the program
       Give explicit target dates for task completion
       Keep it simple and easily measurable
          Hints Continued . . .

   Measurable Outcome Objectives
       List a few measurable outcomes, specifically things
        that can be documented by physical products, counts,
        reportable achievements, and demonstrations of
        participants’ new skills, attitudes and behaviors
       Don’t shy away from targets. State what you want to
        accomplish and the evidence you will gather to show
        you’ve done it
       Give explicit target dates
        Hints Continued . . .

   Programmatic Goals
       One or two sentences stating health or
        health care service availability goals of the
        component. It can include a brief
        restatement of the program’s activities
         Program Logic Grids for
         Planning and Evaluation
   Addresses 6 of the 12 Golden Rules of Project
       Thou Shalt Gain Consensus on Project Outcomes
       Thou Shalt Develop a Comprehensive, Viable Plan and
        Keep It Up-to-Date
       Thou Shalt Have a Realistic Schedule
       Thou Shalt Not Try to Do More Than Can Be Done
       Thou Shalt Gain the Formal and Ongoing Support of
        Management and Stakeholders
       Thou Must Keep People Informed of What You’re Up To
       Use of Program Logic
       Grids in SRA

   States asked for a way to report their unique
    accomplishments to the SRA evaluation team.
   Makes SRA effort and goals explicit for lead
    agencies, sub-contracting agencies, the NPO,
    and the evaluators. Assists communication
    and setting shared expectations.
   Incorporated into quarterly reports to be used
    by both the NPO and evaluation team.
The South Carolina Experience

   Orienting Framework
   Overview of the Process
   Lessons Learned
   From Table to Progress Report
You never have to recover
from a good start.

    Orienting Framework

   Empowerment Evaluation
       Those implementing the project must have
        ownership of the evaluation process
       Every participant must be an equal partner in
        the evaluation process
       Evaluation must begin on the “frontline” with
        buy-in from all participants
When you’re through changing,
you’re through changing.

         Bruce Barton
     Negotiation Process
   Lead Agency to Contractors
       accountability
       contract negotiation
       expectation clarification

   Lead Agency to Sheps Center
       suggestions for revision
       clarification of programmatic
       mapping & monitoring assistance   Sheps Center     Contractors
   Lead Agency to NPO
       benchmark approval
   NPO to Sheps Center
       additional consultation
You must have long-range goals
to keep you from being
frustrated by short-range

        Charles C. Noble
     Lessons Learned
   Writing objectives…there is an art AND a
   Clarifying definitions…what’s “process” to you
    may be an “outcome” to them.
   Establishing benchmarks…don’t bite off more
    than you can chew AND, keep your goals in
   Making time…no matter how long you think it
    will take, it will take longer!
Most of us must learn a great
deal every day in order to keep
ahead of what we forgot.

         Frank A. Clark
    From Table to Progress Report

   Report Card vs. Fluid Document
       using the Program Logic to “keep score” of progress
       structuring the Program Logic so that it is amenable
        to change and is meaningful to the programs
   Anectdotal vs. Concrete Evidence
       capturing and reporting evidence that directly
        supports the progress of the projects
       using the anecdotal information to support
        development of program models and frameworks
It’s lonely at the top…so you’d
better know why you’re there.

          John Maxwell
    Uniform Outcome Objectives

   Revolving loans:
       # of loans; $ value of loans

   R and R initiatives:
       Provider counts (6 states)

   Practice management technical assistance
    given in one-on-one format
       # of practices/providers given technical assistance
       assessments of its usefulness by recipients
    Uniform Outcome Objectives
   Network activities
       Evidence of commitment of network partners,
        e.g., financial commitments
       Evidence of permanence and expansion of
   Rural health leader training
       # of participants
       Participants’ rating of the programs and their
        leadership skill acquisition
Loose Ends

Now how can we help?

What did we overlook?

What can we clarify?

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