Creating a logic model can take place in two directions:
- From the impacts (results) to the inputs (resources used) and
- From the inputs (resources used) to the impacts (results).
You can use both, though this depends on the project phase you are currently in:
- To plan your project, take the first path, moving from impacts to the resources used (working backward approach).
- For the subsequent plausibility check, change direction and go from the inputs to the impact (working forward approach).
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If you succeed in moving to the end in both directions without mishap, you have a logic model.
At the bottom of this site, we prepared a PDF template for you to help you derive your project's logic model.
Step 1: Impact-oriented planning – From impacts to inputs
In the process of planning from the impacts to the inputs, you construct the logic model from right to left.
For each individual planning step, you’ll answer the question of what must be done or what must happen in order to achieve each particular result.
The starting point here should be the project objectives at the societal level (level 7) and at the target-group level (level 6). You should already have identified both of these with the help of the solution tree.
Below, we examine each of these steps in detail.
- Question: What must happen in order to improve conditions at the societal level?
Answer: The living conditions of individual members of the target groups must change.
YEA case study: What must happen for youth-unemployment rates in the target urban district to decline? – Among other things, young people must find places in vocational-training programs.
- Question: What must take place in order for something to change in individual target-group members’ living conditions?
Answer: Something in the individual target-group members’ behavior or actions must change.
YEA case study: What must happen in order that young people find positions in vocational-training programs? – Among other things, they must be able to submit high-quality job-application documents.
- What must happen in order that individual target-group members’ behavior or actions change?
Answer: Something about individual target-group members’ knowledge or attitudes must change.
YEA case study: What must happen in order that young people create high-quality job-application documents? – They must know how to create them.
- What must happen in order that something in the individual target-group members’ knowledge or attitudes changes?
Answer: The participants have to be satisfied with the offering.
YEA case study: What must happen in order that young people know how to create job-application documents? – They must be satisfied with the job-application training sessions they’ve taken part in.
- What is the prerequisite for members of the target group being satisfied with the offering?
Answer: They must use the offering.
YEA case study: What is the prerequisite for young people being satisfied with the job-application training sessions? – They need to participate in the job-application training sessions.
- What is the prerequisite for use of the offering?
Answer: The offering must be available.
YEA case study: What is the prerequisite for young people being able to participate in the job-application training sessions? – The training sessions must be offered.
- What are the prerequisites for the offering’s availability?
Answer: There must be sufficient resources in place to be able to offer the services.
YEA case study: What prerequisites must be fulfilled in order that the training sessions can be offered? – The necessary financial and human resources must be available.
YEA project objectives as an example
What we investStep 0
- Paid project manager (20h/week)
- 50 volunteer mentors (5h/week each)
- 4 mentor attendants (5h/week each)
- 45.000 €/year
- Room in community center
- 2 cooperating schools
What we do and whom we reachStep 1
- Mentor training, supervision, further training
- Workshops, tuition, consulting, job application trainings for youths
- Meeting of mentors and mentees
- Project flyers, guideline, guides for job starters
Offerings were used by 50 youths from both partnering secondary modern schools.Step 3
The youths were satisfied with the offerings.
OutcomesEffects at the target group-level
What we want to achieve for the target group(s)Step 4
- have improved learning strategies and deepened their knowledge of main subjects at school.
- have gained the necessary know how to apply for a job.
- have developed the necessary competencies to start a profession.
- have developed a professional perspective.
- have improved their school performance.
- have mastered the skills needed to produce appealing application documents by the end of the school year.
- can excel in job interviews.
- have left school with a qualification/educational degree.
- have found an apprenticeship training position within half a year after leaving school.
- have improved their socioeconomic status.
ImpactEffects at the societal level
What we want to achieve at the societal levelStep 7
YEA helps bring about a decrease in youth unemployment in a Frankfurt am Main urban neighborhood.
Step 2: Plausibility Check – from inputs to impact
For the plausibility check, the consistency of the logic model is checked from left to right. The focus here is on the if-then relationships between the individual steps.
- If the necessary resources (inputs) are available, the planned activities can begin and the offerings or products can be created (level 1).
- If the offerings and the products are available, they can be used by the target group (level 2).
- If the offerings and the products are used, then the prerequisite for participant satisfaction is met (level 3).
- If the participants are satisfied with the offering, then the prerequisite has been met for the desired changes in target-group knowledge and attitudes to be effected (level 4).
- If the desired changes in target-group knowledge and attitudes have been effected, this creates the possibility that they will act differently (level 5).
- If members of the target group act differently, then their living conditions may change (level 6).
- If participants’ living conditions change, then this contributes to changes at the societal level (level 7).