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Logframe Module

This module will help you understand and use the logical framework in project design and proposal writing.

Section

3.4

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THIS MODULE INCLUDES:

Contents (Direct links clickable belo[Abstract]w)

Interactive Pages

(i.e. Worksheets) will help you…

What is a Logframe?

Why do we use the Logframe?

When should a Logframe be used?

Who should be involved in completing

a Logframe?

How do we use the Logframe?

Practice completing a Logframe using

a practical project sample

Practice using Tool 2: “The Problem

Tree”

If you are interested in gaining a certificate of completion for your study and knowledge of how to create a logframe, please complete the Interactive Pages, and turn in completed pages to the DM&E expert at the Washington DC office.

TOOLS IN THIS MODULE

(You can click on the underlined tool to go directly to the location of the tool in this module.)

TOOL 1: Logframe

TOOL 2: The Problem Tree

TOOL 3: Logframe Tables with Questions

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What is a Logframe?

The logframe (logical framework) is a tool to assist in ALL phases of a project - planning, managing/monitoring, and evaluating. It helps pull together the various pieces of the project design or plan, and formats them in one place in a logical sequence. Particularly in contexts where change can occur frequently, such as conflict or post-conflict areas, this tool can be very useful in helping the project team be deliberate about what changes to make to the project and how those changes will affect the work being done. The logframe is generally in the form of a matrix or table (see bottom of page): This progressive hierarchy (goals – objectives – outputs – activities) is an important conceptual part of the logframe. Reading from top to bottom, the table should answer the question “How?”

How will the Goal be achieved? Through the

Objectives.

How will the Objectives be achieved? Through the Outputs.

How will the Outputs be achieved? Through the Activities.

Reading from bottom to top, the table should answer the question “Why?”

Why are these Activities relevant? To help reach the Outputs.

Why are these Outputs relevant? To help reach the Objectives.

Why are these Objectives important? To help reach the Goal.

Logframe

- INDICATORS

MEANS / SOURCES OF

VERIFICATION ASSUMPTIONS / RISKS

GOAL

HOW?

OBJECTIVES

HOW? Why?

OUTPUTS

HOW? Why?

ACTIVITIES Why?

A Framework describes a basic conceptual structure; it is used to solve a complex issue. A framework outlines possible courses of action or presents a preferred approach to an idea.

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Why do we use the Logframe?

The logframe captures the connections between the day-to-day work of the project and the broader changes we hope to contribute to in the conflict. It makes the overall logic of the project easily available.

The logframe should be concise. It

should not normally take up more than

two pages.

The logframe should be treated as a

free-standing document and should be

comprehensible to those viewing it

without benefit of the proposal

narrative. Acronyms should be avoided

where possible.

If beneficiaries of a project should also

take part in the design of the logframe.

The logframe will provide a basis for

subsequent monitoring and evaluation. It must therefore be kept under regular

review and amended whenever the project changes course.

Logframes and other design models are a basic requirement for developing new projects and grant proposals. They help identify gaps within the project by focusing on questions such as “What the project plans are to do, why and how?” It also helps in identifying realistic short term and intermediate objectives before the larger goal can be achieved.

Tips: Logframe and the different Design Frameworks While this module focuses specifically on the logical framework, various organizations and donors also use other frameworks. The Results Framework (USAID, UNDP), the Design and Monitoring Framework (Asian Dev Bank), and the Project Design Matrix (JICA-Japan) are a few that are in use. These frameworks, while different in appearance or in areas of emphasis, are all based on similar kinds of questions and issues to be considered. This module should help the reader work through these questions and issues and therefore be able to adapt easily to a different framework if that is required. (See Designing for Results, p. 55, http://www.sfcg.org/programmes/ilt/ilt_manualpage.html)

Tip: If used correctly the Logframe approach can help us to: • Achieve stakeholder consensus • Organize thinking • Relate activities and investment to expected results • Set performance indicators • Allocate responsibilities • Communicate concisely and unambiguously with all key stakeholders.

http://www.sfcg.org/programmes/ilt/ilt_manualpage.html

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When should a Logframe be used?

The logframe is used before (design) and during (monitoring) a project, and referred to during the evaluation phase. Design phase: Since it helps to capture, in one place, the plans and expectations of the overall project, it is a key piece of the design process. All of the stakeholders involved in the design process can see how the different parts of the project fit together and then have an opportunity to discuss any gaps or concerns. Another very practical reason to create the logframe is that many donors require one as a part of the proposal. Monitoring phase: While the project is being implemented, the logframe is used as a tool that helps track the progress of the planned activities, achievement of outputs, and changes in plans or focus that occur during the project. Evaluation phase: The logframe contains important information for the evaluator(s) about the original plans of the project and, if updated during the course of the project, information about what happened and what changed. Equipping evaluators with this foundational information allows them to concentrate on higher level changes or issues that need to be addressed.

Who should be involved in completing the

Logframe? Keep in mind that the following varies by project, context, and personnel: The project manager and staff, along with relevant stakeholders, will make decisions about the goals, objectives, and activities of the project. Their discussions should also bring out the assumptions they have about the project and the risks they see associated with the project. The proposal writer will need to include the logframe in the proposal and so will need to have the relevant information to complete the table. The DME Specialist in the DC office can be used as a resource or facilitator for the initial discussions.

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How do we use the Logframe?

You can complete the logframe by answering a series of questions on various aspects of your project. A sequence of steps (described below) will take you through the process of filling out the table. However, there can be a number of different entry points to working on the logframe, depending upon where you are in the project design process. No matter where you start, eventually all of the questions should be answered.

The most important thing is to be as specific and clear as possible in your answers. Specificity and clarity at the beginning guide changes you may need to make as the project is implemented.

Steps for completing the logframe:

Step 1: Define the goal for your project.

Step 2: Identify three or four objectives that, if reached, will contribute to your goal.

Step 3: Select relevant activities and decide what outputs those activities should have if you are to achieve your objectives.

Tip: Working from Activities to Goals If the project was inspired by activities and you are having difficulty defining the goal, ask yourself what direct change in behaviour (skill), knowledge or attitude the activities will make and why these changes are desirable in the context you are working in. Identifying these changes gives you your objectives. Looking at these objectives, ask how will these changes affect the larger conflict? The answer to this question will suggest your goal. This exercise can be done repeatedly until you feel you have a clear set of activities, objectives, and a goal that have a logical connection between them. (See Goals and Objectives module and Activities module)

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Program design requires us to go through a series of challenges in order to achieve our goal. In the example below, the Activities involve building a ladder. The Output from those activities is a ladder. Our output – the ladder – will provide access to the platforms. The Objective is to stand on the platforms. By standing on two or more platforms, we should be able to accomplish our Goal of reaching the item on the shelf.

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Once you have those core pieces – goal, objectives, activities, and outputs – clearly identified, the next steps involve identifying the assumptions and risks relevant to this project. Step 4: Articulate the assumptions you hold about each level. Think about what

assumptions you have about the context, the approach you are taking, the people with whom you will be working, etc. (See Assumptions and Risks module)

Step 5: Identify the risks that might be present at each level. Consider risks both to the

project and as a result of the project and how those might affect the participants, the community, your staff, Search, and the larger context. (See Risk Assessment Module)

Step 6: Adjust the goal, objectives, outputs, and activities as necessary to ensure that they are reasonable and feasible in light of the assumptions and risks that have been identified (See Assumptions and Risks module and Risk Assessment module)

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Use assumptions and risks to help determine any facilitators or challenges you may face in implementing a project with the selected goals and objectives. Donors often require identification of assumptions and risks being used in planning.

Narrative Indicators Means of Verification Assumptions/Risks

Goal

Objectives

Outputs

Activities

Now you can shift your attention to the Indicators. Step 7: An indicator is used to answer the question:

‘how do we know whether or how much we have achieved our objective?” It refers to a measure used to demonstrate change in a situation, or the progress in, or results of, an activity, project, or program. It is a sign showing where we are (current situation/actual results), the progress made so far (from baseline), and the remaining distance towards achieving our objective (expected results). (See Indicators module)

Here are four steps to improve your indicators and to help make them SMART:

Basic Indicator – More and better-trained students graduate.

Add Quantity (how much?) – The number of graduates increased

from 5,000 to 14,000.

Add Quality (what kind of change?) – The number of graduates

passing standard exams (40% female / 60% male) from lower income

families in northwest districts increased from 5,000 to 14,000.

Time (by when?) – The numbers of graduates (40% female / 60%

Tip: Make sure indicators are appropriate to the level in the Design Hierarchy that you want to measure, e.g., number of outputs produced measures activities, a behaviour, knowledge or skill change measures an objective.

SMART S = Specific M = Measurable A = Achievable R = Relevant T = Time-Bound

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male) from lower income families in northwest districts increased from 5,000 to 14,000

per annum starting in year three of project.

Step 8: What sources will you use to find that information? Finally, you need to identify the means of verification by which you will document progress on your indicators, e.g., surveys, interviews, focus groups, monitoring media, etc.

The logframe below provides links to various parts of the table and offers some guidance to filling it out. The numbers in the top row correspond to the steps above.

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The numbers below correlate with the steps to complete a Logframe. Click on a Start Here link to go to the questions for that section. The questions assume that you have a good understanding of the concepts.

①-③, ⑥ Start Here

NARRATIVE ⑦ Start Here

INDICATORS Start Here MEANS/SOURCES OF VERIFICATION

④-⑤ Start Here ASSUMPTIONS/ RISKS

GOAL Start Here

OBJECTIVES Start Here

OUTPUTS Start Here

ACTIVITIES Start Here

TOOL 1: Logframe

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Practice Exercises In these interaction pages, you will get a chance to practice the step in creating a Logframe. This work will be most successful if you use a practical example, one that relates to your country office. Please choose a new idea for a project that you hope to start soon. If there is not enough space provided, please use the back of the paper to finish each step.

Step 1, 2, 3:

Complete these steps by filling out the Narrative column portion of the Logframe. (Each Output and Activity is labelled to correlate with its objective.)

NARRATIVE

GOAL – what is the overall purpose of the project?

HOW?

OBJECTIVES – what short-term changes in knowledge, attitude, behavior will need to occur in

order to contribute to your goal? HOW?

A.

B.

OUTPUTS – what tangible results (training events, printed materials, radio programs, etc.)

need to come from the activities in order to reach the objectives? HOW?

A.1

A.2

B.1

ACTIVITIES – what will you do to achieve the outputs and objectives you want to see?

A.1.1

A.2.1

A.2.2

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Step 4:

Using the Narrative portion of your Logframe that you completed above, choose 2 assumptions that fit. Run your initial assumptions through the following exercise to determine if the assumption is valid or needs to be altered in order to be included in Logframe.

Step 5:

In order to identify the risks that are relevant to this logframe, complete a Problem Tree based on your main goal of the project. The directions in Tool 5 will help guide you in this process. (Be sure that you have read through this tool first!) Create your problem Tree on the back of this sheet.

The “Why?” Exercise – After identifying a possible risk to the project, create four “Why?” questions to help get to the root of the problem.

With the answers to these questions, create the roots of the Problem Tree.

After examining the roots of the Problem Tree, add on to it the effects of the problem, which fill in the top portion of the tree. This exercise will allow you to think in terms of cause and effect about the various risks to your project. It will be easier to fill in the Risks/Assumptions portion of the Logframe matrix after having completed this exercise.

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Step 6:

In order to complete a logical logframe, you need to make sure your narrative column (goals, objectives, outputs, and activities) is feasible considering your risks and assumptions. Use your completed Narrative column of the Logframe, and add in your assumptions/risks (that were created from the Problem Tree). Then ask yourself the If/then questions. If anything does not match, rewrite that portion of the Logframe.

NARRATIVE IND. M/SOV RISKS / ASSUMPTIONS

GOAL – what is the overall purpose of the project?

Why is this goal important? How does it fit in to the context? How does it fit with Search’s mission?

OBJECTIVES – what short-term changes will need to occur in order to contribute to your goal?

How do these objectives contribute to the goal? How are they consistent with the Common Ground Approach?

A.

B.

OUTPUTS – what tangible results need to come from the activities in order to reach the objectives?

How will these outputs achieve the objectives?

A.1

A.2

B.1


How will these activities lead to the outputs?

A.1.1

A.2.1

A.2.2

B.1.1

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Step 7:

Now it is time to add in that describe outputs (activity level) or incremental changes (objective level) that you expect and what specific information you need to gather (MOV) to track those changes. Continue using your sample logframe to practice creating effective and SMART indicators.

Basic Indicator for your Goal: ________________________________________________________________________ Add Quantity to this indicator by asking yourself “how much?” ________________________________________________________________________ Add Quality by asking “what kind of change?” ________________________________________________________________________ Add a Time element, by asking yourself “by when?” ________________________________________________________________________ Repeat this process for each level in the Design Hierarchy to complete the Logframe. Creating your own indicators to fit your project by asking these four questions will allow for a fluid logframe. Be sure to fill out the Indicator column of your logframe after you have completed this exercise.

NARR. INDICATORS M/SOV RISKS

GOAL What changes do you expect to see that will let you know you have contributed to your overall goal?

OBJECTIVES What specific signs or information will let you know that your objectives have been reached?

A.

B.

OUTPUTS What specific information or data will you gather that will show what your outputs have been?

A.1

A.2

B.1

ACTIVITIES What specific information or data will you gather that will show you have completed your proposed activities?

A.1.1

A.2.1

A.2.2

B.1.1

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Step 8:

The final step in completing a Logframe is to decide on what sources you will use to find information. It may be helpful to think of all the possible means that your team may be using to collect data and to verify your narrative. Begin by brainstorming a list of sources and methods that can be used for verification. (See modules on Focus Groups, Interviews, Surveys, Case Studies and Observation.) Then, use that information to answer the following questions within the Logframe.

Means/Sources of Verification 1. __________________ 6. __________________ 2. __________________ 7. __________________ 3. __________________ 8. __________________ 4. __________________ 9. __________________

NARRATIVE IND. MEANS / SOURCES OF VERIFICATION RISKS

GOAL – what is your overall purpose of the project?

What sources will you use/where will you look to find the specific information you need for the indicators for your goal?


What sources will you use/where will you look to find the specific information you need for the indicators for your objectives?

A.

B.


What sources will you use/where will you look to find the specific information you need for the indicators for your outputs?

A.1

A.2

B.1


What sources will you use/where will you look to find the specific information you need for the indicators for your activities?

A.1.1

A.2.1

A.2.2

B.1.1

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STEP 1 – The “Why?” Exercise State a common problem that people have identified as something to address. Keep asking ‘why?’ until the group can go no further with their explanations of the causes behind it.

Finding the root cause of the problem

STEP 2 – The Problem Tree At each ‘Why?’ there are a variety of answers that can be given and if the ‘why?’ exercise is repeated for the same problem a number of times, you will be able to identify many of the roots of the problem. A simple example is given below, although problem trees can sometimes become much larger!

TOOL 2: The Problem Tree

The children are not going to school.

They keep falling ill.

They drink bad water.

The well is too far away to go each day.

The government said 12 months ago it would build a well closer but has done nothing.

The local government official has not released the funds that have been set aside.

His department will benefit from the interest while he keeps the money and there is no one to keep him accountable. Community groups are not represented in the local political process.

…etc.

Why?

Why?

Why?

Why?

Why?

Why?

Why?

Why?

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Examples of root causes in a problem tree

The challenge is to decide which of the many causes you can address and the type of intervention to take. These can then be turned into objectives for your work. A development project intervention might be providing a water supply for a school. An advocacy intervention might be to hold the local government accountable for its use of finances. Another intervention might be health education that counteracts the use of witchcraft for resolving health problems. STEP 3 - Adding the ‘Effects’ of the Problem to the Problem Tree The problem tree can be extended to include the effects of the problem, which become the branches growing out of the tree. This highlights areas for intervention to lessen the effects of the problem. This addresses the immediate needs until a lasting solution can be found. In the example given below, this might include:

treating illness helping the unemployed to find temporary work finding ways to help slum dwellers to improve their environment.

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Example of effects in a problem tree

The exercise of the problem tree (causes and effects) is best done on a long piece of paper on the wall – so that people can see the all the causes and effects and possible interventions at the same time. The paper can be written on directly or people can stick post-it notes onto it and move them around as necessary.

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Goal

Questions to answer about the overall goal of your project:

Narrative

INDICATORS

MEANS/SOURCES OF VERIFICATION

ASSUMPTIONS/

RISKS


What changes do you expect to see that will let you know you have contributed to your overall goal?



OBJECTIVES

OUTPUTS

ACTIVITIES

TOOL 3: Logframe Tables with Questions

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Objectives

Questions to answer about the objectives you want to reach that will contribute to your overall goal:

Narrative

INDICATORS


ASSUMPTIONS/

RISKS






What specific signs or information will let you know that your objectives have been reached?



OUTPUTS

ACTIVITIES

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Outputs

Questions to answer about the outputs that will help you reach your objectives:

Narrative

INDICATORS


ASSUMPTIONS/

RISKS










What specific information or data will you gather that will show what your outputs have been?



ACTIVITIES

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Activities

Questions to answer about the activities that will help you achieve your outputs:

Narrative

INDICATORS


ASSUMPTIONS/

RISKS










What specific information or data will you gather that will show what your outputs have been?




What specific information or data will you gather that will show you have completed your proposed activities?

What sources will you use/where will you look to find the specific information you need for the indicators for your activities?

How will these activities lead to the outputs?

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Additional Resources

Church, Cheyanne & Rogers, Mark. Designing for Results. Search for Common Ground. Chapter 3. http://www.sfcg.org/resources/resources_publications.html

MandE News. Working with the Logical Framework (under duress or by desire), UK

http://www.mande.co.uk/logframe.htm

Logic Model, University of Wisconsin Extension http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html

The Logical Framework for Project Design, Inter-American Development Bank http://www.iadb.org/int/rtc/ecourses/

Enhancing Program Performance with Logic Models, University of Wisconsin Extension

http://www.uwex.edu/ces/lmcourse/

http://www.sfcg.org/resources/resources_publications.html

http://www.mande.co.uk/logframe.htm

http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html

http://www.iadb.org/int/rtc/ecourses/

http://www.uwex.edu/ces/lmcourse/

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