Welcome toWelcome toa 1-day coursea 1-day course

“Understanding and “Understanding and Producing Good Producing Good Logframes”Logframes”

1414thth March 2013 March 2013NIDOS Training Programme, GlasgowNIDOS Training Programme, GlasgowJill GentleJill Gentlewww.nidos.org.uk

Aims of the dayAims of the day To enable all attendees to understand the terminology To enable all attendees to understand the terminology

used in a basic logframe (mainly using DFID/SG used in a basic logframe (mainly using DFID/SG format)format)

To expose each attendee to at least 3 example To expose each attendee to at least 3 example logframes.logframes.

To give each attendee the opportunity to input To give each attendee the opportunity to input directly into developing a logframe (i.e. from problem directly into developing a logframe (i.e. from problem tree analysis to final completion of a logframe)tree analysis to final completion of a logframe)

To ensure all attendees are made aware of some of To ensure all attendees are made aware of some of the advantages and disadvantages of the logframe the advantages and disadvantages of the logframe approach.approach.

AgendaAgenda 9.309.30 RegistrationRegistration 10.0010.00 1. Introductory Session1. Introductory Session 2. Background on logframes2. Background on logframes 3. The logframe explained3. The logframe explained 11.0011.00 BreakBreak The logframe explained (cont)The logframe explained (cont) 4. Building a logframe from scratch4. Building a logframe from scratch 1.001.00 LunchLunch 2.002.00 Building a logframe from scratch andBuilding a logframe from scratch and

5. Small Group work5. Small Group work 3.15 3.15 BreakBreak 3.303.30 6. Round up and final tips6. Round up and final tips 7. Final questions and evaluation7. Final questions and evaluation 4.454.45 CloseClose

Sierra Sierra Leone Leone

Cameroon Cameroon Senegal Senegal

Mali Mali Chad Chad Niger Niger

Liberia Liberia Ivory Ivory Coast Coast Kenya Kenya

Uganda Uganda Tanzania Tanzania Ethiopia Ethiopia Angola Angola Brazil Brazil

Bolivia Bolivia

My experience My experience includes.....includes.....

Session 2Session 2

Firstly, some Firstly, some background.....background.....

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A logframe can look something like A logframe can look something like this….this….

Objectives & Objectives & activitiesactivities

OutcomeOutcome

Impact Impact

OutputsOutputs

ActivitiesActivities MeansMeans

IndicatorsIndicatorsMeans of Verification Means of Verification (or data relating to (or data relating to

baseline, milestones baseline, milestones and targets).and targets).

AssumptionsAssumptions

CostCost

What is a project?What is a project?

Project Project = “A= “A time-bound intervention that is time-bound intervention that is carried out to meet established objectives carried out to meet established objectives

within cost and schedule, and is a collection of within cost and schedule, and is a collection of one or more activities and usually involves a one or more activities and usually involves a

single sector, theme or geographic area. It may single sector, theme or geographic area. It may involve multiple stakeholders and institutions”.involve multiple stakeholders and institutions”.

(World Vision, 2008)(World Vision, 2008)

……Or can include different Or can include different terms.terms.

Don’t over-focus on the language and the variations in the various Don’t over-focus on the language and the variations in the various logframe models. Just use the format which the donor/NGO requires. logframe models. Just use the format which the donor/NGO requires. The important lesson is to learn to think through projects using the logic The important lesson is to learn to think through projects using the logic model, and not to focus on the differences in terminology too much.model, and not to focus on the differences in terminology too much.

Background on the logframeBackground on the logframe Also known as the ‘logical framework matrix’ or ‘approach’ (LFA).Also known as the ‘logical framework matrix’ or ‘approach’ (LFA). Started in 1960s by USAID. Now used by most major donors.Started in 1960s by USAID. Now used by most major donors. Whether we realise it or not, we often work and think in ‘projects’ Whether we realise it or not, we often work and think in ‘projects’

and every project can benefit from a and every project can benefit from a clearclear plan, goal, aim, etc. plan, goal, aim, etc. The skeleton. The backbone. The nuts and bolts. The front page.The skeleton. The backbone. The nuts and bolts. The front page. Presents the project information in a Presents the project information in a systematicsystematic and and logicallogical way. way. Gives a Gives a clear, simple and conciseclear, simple and concise summary of what the project will achieve. summary of what the project will achieve. Provides a basis for monitoring and evaluation, over the project lifetime. Will Provides a basis for monitoring and evaluation, over the project lifetime. Will

help to see if the targets are being achieved.help to see if the targets are being achieved. Write the logframe first. Test the logic and ensure a good design Write the logframe first. Test the logic and ensure a good design

before completing an entire funding application.before completing an entire funding application. The marmite factor - People often love logframes or hate logframes.The marmite factor - People often love logframes or hate logframes.

Logframes should not be…Logframes should not be…

……Written by one person. Written by one person. ““A major advantage of the LFA, if used properly, is that it A major advantage of the LFA, if used properly, is that it

encourages a harmonised approach with partners and encourages a harmonised approach with partners and other donors”. (DFID, 2011)other donors”. (DFID, 2011)

……Full of jargon that no one understandsFull of jargon that no one understands ……Written just to keep the donor happyWritten just to keep the donor happy ……Covered in dust. Covered in dust. Tip - Keep it a living Tip - Keep it a living

document, i.e. review and amend it regularly document, i.e. review and amend it regularly and use it to monitor project progress from and use it to monitor project progress from start to end. start to end. Remember, it is tool primarily to Remember, it is tool primarily to help the project (and all the staff), not to help help the project (and all the staff), not to help the donor.the donor.

Logframes should be…Logframes should be… ……Written with input from stakeholders and Written with input from stakeholders and

beneficiaries, using a lively and interesting beneficiaries, using a lively and interesting process.process. ……Useful from the start to the end of the project.Useful from the start to the end of the project. ……Understandable by all involved and able to Understandable by all involved and able to

incorporate the view of all stakeholders.incorporate the view of all stakeholders. ……Interesting to write.Interesting to write. ……Concise. Concise. Tip – Don’t exceed 3 sides of A4 in Word. Tip – Don’t exceed 3 sides of A4 in Word.

SG/DFID guidance is… SG/DFID guidance is… “don’t exceed 155 spreadsheet “don’t exceed 155 spreadsheet lines in excel”. lines in excel”. (That’s a lot of lines).(That’s a lot of lines).

……Easy and understandable for anyone to read, who Easy and understandable for anyone to read, who picks it up for the first time. Simple, logical, clear, picks it up for the first time. Simple, logical, clear, concise and free of jargon. concise and free of jargon. Tip – give your final draft to Tip – give your final draft to a colleague/friend to read, who has not seen it a colleague/friend to read, who has not seen it previously, before sending it to the donor.previously, before sending it to the donor.

Disadvantages of the Disadvantages of the logframelogframe

In some cultures, the logframe can be seen as too In some cultures, the logframe can be seen as too wordy, too academic, too difficult and too wordy, too academic, too difficult and too ‘Western’.‘Western’.

Risk of applying the framework too rigidly and Risk of applying the framework too rigidly and losing creativity and innovation.losing creativity and innovation.

It can seem impossible to capture all things in an It can seem impossible to capture all things in an excel table and ‘box’ format.excel table and ‘box’ format.

It can be time-consuming and seem like a box-It can be time-consuming and seem like a box-filling exercise to please the donor.filling exercise to please the donor.

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To summarise, why a training To summarise, why a training on ‘logframes’?on ‘logframes’?

9 out of 10 donors prefer them!9 out of 10 donors prefer them! It is just one tool which enables good analysis It is just one tool which enables good analysis

of the problem, with an opportunity for all of the problem, with an opportunity for all involved to agree on terminology, activities involved to agree on terminology, activities and methodology.and methodology.

It is a tool which helps to organise all ideas It is a tool which helps to organise all ideas and plans of the project, in a clear way.and plans of the project, in a clear way.

““Clear objectives and stakeholder commitment Clear objectives and stakeholder commitment drive successful projects.”drive successful projects.”

World BankWorld Bank

Activity TimeActivity Time

Session 3Session 3

The logframe The logframe explained.....explained.....

What information should I What information should I include in a LF?include in a LF?

Firstly, think of your project in terms Firstly, think of your project in terms of ...of ...

PLAN IMPLEMENT

THE IMPACT: Explain the bigger picture that your project will contribute towards

YOUR PROJECT OUTCOME: Specifically, explain what your project will achieve, by when, where and who will be affected. Contribute to MDGs (GPAF)

YOUR PROJECT ACTIVITIES List the activities which your project will actually do.

We only do the activities – all of the above will follow.

YOUR PROJECT OUTPUTS: List the impact/results which your project will have.

Completing the first column of Completing the first column of the LFthe LFProject

Description

Impact

Outcome

Outputs

Activities

The ‘big picture’ to which this project will contribute, i.e. normally at The ‘big picture’ to which this project will contribute, i.e. normally at national or sector level. This will not be achieved solely by this project.national or sector level. This will not be achieved solely by this project.

One statement: Use wording such as “To contribute to, to reduce, to improve…” One statement: Use wording such as “To contribute to, to reduce, to improve…” “To “To contribute to a reduction in population growth.” or “To reduce extreme poverty in Burma”contribute to a reduction in population growth.” or “To reduce extreme poverty in Burma”

The overall purpose of this project. In one sentence, state what will ‘come The overall purpose of this project. In one sentence, state what will ‘come out’ of the project, i.e. a summary of what will change and who will benefit.out’ of the project, i.e. a summary of what will change and who will benefit.

One statement (<250 letters): Project purpose. Use wording such as “Increased, One statement (<250 letters): Project purpose. Use wording such as “Increased, Improved.. ”Improved.. ”Effective use of modern contraceptives by eligible groups in village x increased”Effective use of modern contraceptives by eligible groups in village x increased”

The specific and direct deliverables of the project, after activities have The specific and direct deliverables of the project, after activities have been carried out. These are under the control of the project.been carried out. These are under the control of the project.

Max 6 statements: Use wording such as “...delivered/produced/changed, etc.” Max 6 statements: Use wording such as “...delivered/produced/changed, etc.” “Primary “Primary health care clinics are equipped and functioning. Clinic staff are keeping regular records”health care clinics are equipped and functioning. Clinic staff are keeping regular records”

The tasks that need to be carried out to deliver the above. We only ‘do’ The tasks that need to be carried out to deliver the above. We only ‘do’ the activities – the rest will follow if the logic is correct.the activities – the rest will follow if the logic is correct.

List activities under each outcome: Use wording (verbs) such as “Prepare, design, List activities under each outcome: Use wording (verbs) such as “Prepare, design, construct, research…, etc.” construct, research…, etc.” “Train clinic staff in record keeping. Renovate clinic”. “Train clinic staff in record keeping. Renovate clinic”.

Test the ‘if and then’ logic…Test the ‘if and then’ logic…

if ACTIVITIESif ACTIVITIESare undertakenare undertaken

then OUTPUTSthen OUTPUTSwill be producedwill be produced

if OUTPUTSif OUTPUTSare producedare produced

then the then the PROJECT OUTCOMEPROJECT OUTCOME

will be achievedwill be achieved

if the if the PROJECT OUTCOME PROJECT OUTCOME

is achievedis achieved

then the project will then the project will contribute towards thecontribute towards the

IMPACTIMPACT

StartStartherehere

Start to build a logframeStart to build a logframe

We will use the DFID/SG format (see over…)We will use the DFID/SG format (see over…)

SG/DFID Logframe – The 1SG/DFID Logframe – The 1stst page (in page (in excel) excel)

SG/DFID Logframe – The 2nd page is SG/DFID Logframe – The 2nd page is called the Activity Log (in excel) called the Activity Log (in excel)

In reality, it is never quite as In reality, it is never quite as simple as that.simple as that.

There are certain There are certain assumptionsassumptions

we are basing our project we are basing our project success on (final column)success on (final column)

Adding AssumptionsAdding Assumptions

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What do we mean by What do we mean by ‘assumptions’?‘assumptions’?

• These are external conditions/factors required for the success These are external conditions/factors required for the success of the project, i.e. They are beyond the control of the project.of the project, i.e. They are beyond the control of the project.

• Think about relevant and probable factors which could Think about relevant and probable factors which could jeopardize the success of the project, at each level.jeopardize the success of the project, at each level.

• Assumptions are worded positively, because they describe Assumptions are worded positively, because they describe circumstances required to achieve certain objectives, e.g. circumstances required to achieve certain objectives, e.g. Children have time to participate in programme, HIV/AIDS is Children have time to participate in programme, HIV/AIDS is recognised as a problem that people want to address, peaceful recognised as a problem that people want to address, peaceful elections.elections.

• If an assumption is essential for the success of the project but If an assumption is essential for the success of the project but is unlikely to come to pass, it is called a ‘killer assumption’ – is unlikely to come to pass, it is called a ‘killer assumption’ – either redesign the project or abandon the project!either redesign the project or abandon the project!

• On the other hand, if an assumption is almost certain, don’t On the other hand, if an assumption is almost certain, don’t include it.include it.

• Use the next diagram to help you...Use the next diagram to help you...

The assessment of The assessment of assumptionsassumptions

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Some examples of Some examples of AssumptionsAssumptions

Example of Assumptions for the Outcome Level (not required Example of Assumptions for the Outcome Level (not required by all donors at Impact level)by all donors at Impact level)

– Peaceful elections (e.g. Political)Peaceful elections (e.g. Political)– Stable economy (e.g. Economic)Stable economy (e.g. Economic)

Example of Assumptions for Output and Activity LevelExample of Assumptions for Output and Activity Level– Management will be able to recruit skilled staff (e.g. personnel Management will be able to recruit skilled staff (e.g. personnel

issues).issues).– Government will sign contract in a timely manner (e.g. legal or Government will sign contract in a timely manner (e.g. legal or

administrative issues)administrative issues)– Participation of stakeholders in maintaining the clinic (e.g. people Participation of stakeholders in maintaining the clinic (e.g. people

issues!)issues!)– Rainy season will finish by early May (e.g. seasonal factors)Rainy season will finish by early May (e.g. seasonal factors)– Seeds and tools will be delivered on time (e.g. export/import Seeds and tools will be delivered on time (e.g. export/import

factors)factors)

Again….test the ‘if and then’ Again….test the ‘if and then’ logiclogic

if ACTIVITIESif ACTIVITIESare undertaken are undertaken and theand theassumptions hold trueassumptions hold true

then OUTPUTSthen OUTPUTSwill be producedwill be produced

if OUTPUTSif OUTPUTSare produced are produced and theand theassumptions hold trueassumptions hold true

then the then the PROJECT OUTCOMEPROJECT OUTCOME

will be achievedwill be achieved

if the if the PROJECT OUTCOME is achieved PROJECT OUTCOME is achieved

and the assumptions hold trueand the assumptions hold true

then the project will then the project will contribute towards thecontribute towards the

IMPACTIMPACT

StartStartherehere

Now build the assumptions Now build the assumptions on your logframe...on your logframe...

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Question: Question: How are we going to measure the How are we going to measure the

success of our project?success of our project?

Answer: The Famous FiveAnswer: The Famous Five

(i)(i)IndicatorsIndicators(ii)(ii)BaselineBaseline(iii)(iii)MilestonesMilestones(iv)(iv)TargetsTargets(v) Source(v) Source

(From 2(From 2ndnd column onwards) column onwards)

(i) Add Indicators (1(i) Add Indicators (1stst))• Describe only what you are going to measure.Describe only what you are going to measure.• Don’t include targets or set direction for progress. Don’t include targets or set direction for progress.

Neutral!Neutral!• Ask the question – “What will you measure?” not Ask the question – “What will you measure?” not

“What will be achieved or what is the target of this “What will be achieved or what is the target of this project?”project?”

• Disaggregate by gender (DFID advice)Disaggregate by gender (DFID advice)• If the information referred to in the indicator cannot If the information referred to in the indicator cannot

be obtained, the indicator becomes useless and a new be obtained, the indicator becomes useless and a new one should be formulated.one should be formulated.

Examples:Examples:• Primary enrolment Primary enrolment

rate for boys and rate for boys and girlsgirls

• Existence of child-Existence of child-friendly chairs in friendly chairs in justice courts.justice courts.

• Women as a % of Women as a % of refugee camp refugee camp management.management.

• Number of new Number of new training centres open training centres open to womento women

• Poverty rate in Poverty rate in female-headed female-headed householdshouseholds

• Policy on use of Policy on use of common grazing common grazing landland

• See standard list on See standard list on CDCD

Tips on writing indicatorsTips on writing indicators Indicators can also be called OVIs (Objectively Verifiable Indicators)Indicators can also be called OVIs (Objectively Verifiable Indicators) Normally, indicators are completed at the level of the impact, outcome Normally, indicators are completed at the level of the impact, outcome

and output only (but check donor guidelines first)and output only (but check donor guidelines first) Keep it simple! Write only 1-3 indicators for each output and purposeKeep it simple! Write only 1-3 indicators for each output and purpose Measure progress towards the achievement of the output (i.e. don’t just Measure progress towards the achievement of the output (i.e. don’t just

repeat the completed activities!) repeat the completed activities!) Tip: Avoid reinventing the wheel – use indicators which exist.Tip: Avoid reinventing the wheel – use indicators which exist. Participatory M and E – use data which can be collected by stakeholders Participatory M and E – use data which can be collected by stakeholders

and/or beneficiaries.and/or beneficiaries. Tip: DFID have a list of suggested indicators. Tip: DFID have a list of suggested indicators. “Where they fit neatly “Where they fit neatly

with the work you are undertaking, we would prefer them to be used”with the work you are undertaking, we would prefer them to be used” (DFID, 2011) (included on course CD)(DFID, 2011) (included on course CD)

Include qualitative and quantitative indicators (see over…)Include qualitative and quantitative indicators (see over…)

Quantitative Indicators: Quantitative Indicators: Expressed through numbersExpressed through numbers

Units – the number of staff that have been trainedUnits – the number of staff that have been trained Proportions – the proportion of the community that has Proportions – the proportion of the community that has

access to the serviceaccess to the service Rates of change – the percentage change in average Rates of change – the percentage change in average

household income over the reporting periodhousehold income over the reporting period Ratios – the ratio of teachers to pupils in a schoolRatios – the ratio of teachers to pupils in a school Scoring and ranking – the score out of five given by the Scoring and ranking – the score out of five given by the

project participants to rate the quality of service they project participants to rate the quality of service they receivereceive

Qualitative Indicators: Qualitative Indicators: Expressed through narrative Expressed through narrative

descriptiondescription

Satisfaction – how participants describe their levels of Satisfaction – how participants describe their levels of satisfaction with the project’s activitiessatisfaction with the project’s activities

Standards – the extent to which training is recognised by Standards – the extent to which training is recognised by the appropriate authoritiesthe appropriate authorities

Practices and behaviour – the way practice has changed Practices and behaviour – the way practice has changed since the completion of hygiene educationsince the completion of hygiene education

Institutional change – the effect of new measures Institutional change – the effect of new measures introduced to improve the NGO’s accountability to project introduced to improve the NGO’s accountability to project usersusers

Indicators at the 3 levels...Indicators at the 3 levels... Impact indicators: Impact indicators: These help to measure impact. Normally collected at These help to measure impact. Normally collected at

start/end of project only (e.g. at evaluation). Could also be measured at a mid-start/end of project only (e.g. at evaluation). Could also be measured at a mid-term evaluation. Use term evaluation. Use appropriate, already-existing sources such as Amnesty appropriate, already-existing sources such as Amnesty International, FAO, Transparency International, World Bank, UN, national International, FAO, Transparency International, World Bank, UN, national government reports, HDI Index, etc. The project shouldn’t specifically measure government reports, HDI Index, etc. The project shouldn’t specifically measure this, but will take data from already-existing reports.this, but will take data from already-existing reports.

Outcome indicators: Outcome indicators: Measure the “outcome” of the project, e.g. Not ‘number Measure the “outcome” of the project, e.g. Not ‘number of health clinics renovated’ but ‘outpatient utilisation rate’. Keep asking ‘so of health clinics renovated’ but ‘outpatient utilisation rate’. Keep asking ‘so what?’. What will change? Max 250 characters (DFID).what?’. What will change? Max 250 characters (DFID).

Output indicators: Output indicators: Monitored regularly. Help to track if the activities are Monitored regularly. Help to track if the activities are being completed on time. Include in routine reporting (e.g. Monthly, quarterly, being completed on time. Include in routine reporting (e.g. Monthly, quarterly, semi-annual). semi-annual). “In previous versions of the logframe, the output level indicators “In previous versions of the logframe, the output level indicators were often the most poorly completed elements of the logframe” were often the most poorly completed elements of the logframe” (DFID, 2011). (DFID, 2011). Max of 3 indicators per output. See DFID standard indicators (on course CD), Max of 3 indicators per output. See DFID standard indicators (on course CD), e.g. % of health facilities that offer ARV therapy, number of health clinics open e.g. % of health facilities that offer ARV therapy, number of health clinics open at least 5 days/wk.at least 5 days/wk.

(ii) Add Baseline data (2(ii) Add Baseline data (2ndnd))• Dictionary definition: A Dictionary definition: A

minimum or starting point minimum or starting point used for comparisons.used for comparisons.

• ““All projects should have All projects should have baselines at all levels before baselines at all levels before they are approved” (DFID, they are approved” (DFID, 2011)2011)

• Use exist data, where Use exist data, where possible, instead of carrying possible, instead of carrying out new research, surveys, out new research, surveys, etc.etc.

It’s important to collect It’s important to collect baseline information...baseline information...

““In exceptional circumstances, projects may be In exceptional circumstances, projects may be approved without baseline data at output level, approved without baseline data at output level,

but only where this is justified in the project but only where this is justified in the project documentation and where there is sufficient documentation and where there is sufficient

evidence to support delayed inclusion of evidence to support delayed inclusion of baseline data and where the project makes baseline data and where the project makes

provision to obtain baseline data within first 6 provision to obtain baseline data within first 6 months of the start date.” months of the start date.”

(DFID, 2011)(DFID, 2011)

(vi) Add Milestones (3(vi) Add Milestones (3rdrd))• Must be included where baseline data is available.Must be included where baseline data is available.

• Should be disaggregated by sex, where appropriate, Should be disaggregated by sex, where appropriate, with dates.with dates.

• ““If you can measure it, you can manage itIf you can measure it, you can manage it” (DFID, 2011)” (DFID, 2011)

(vi) Add a Target (4(vi) Add a Target (4thth))• Must be included where baseline data is Must be included where baseline data is

available.available.

• Should be disaggregated by sex, where Should be disaggregated by sex, where appropriate.appropriate.

• Ask yourself; “What will life look like at the end Ask yourself; “What will life look like at the end of the project?” or “What will be different?”of the project?” or “What will be different?”

Two examples ofTwo examples ofIndicators, Baselines, Milestones and Indicators, Baselines, Milestones and

Targets Targets ““As in all cases of complex social change, care should be taken not to be too As in all cases of complex social change, care should be taken not to be too ambitious about what can be achieved over the lifetime of a projectambitious about what can be achieved over the lifetime of a project” (DFID)” (DFID)Indicator Baseline Milestone 1 Milestone 2 Target

No. of people employed in local fishing industry

30(20 male, 10 female)

(2014)

50(30 male,

20 female)(2015)

55(32 male,

23 female)(2016)

60(35 male, 25 female)

(2017)

Existence of policy on use of common grazing land

No policy supports the use of common grazing land by project beneficiaries. There is no consensus on changes required.(2014)

Local government officials are persuaded to look into the issue, and attend meetings to discuss.(2015)

A new proposed policy is outlined and sent out for consultation. (2016)

Policy on use of common grazing land is adopted by local government. (2017)

(v) Add a Source (5(v) Add a Source (5thth))• Where will you get the information from, in order to Where will you get the information from, in order to

demonstrate the accomplishments made by the project?demonstrate the accomplishments made by the project?

• Data could be collected by/from another agency or project Data could be collected by/from another agency or project staff. staff.

• Indicate when information will be collected, i.e. In annual Indicate when information will be collected, i.e. In annual reports, monthly interviews.reports, monthly interviews.

SourceSource

Questions to consider, when thinking of how to gather the data:Questions to consider, when thinking of how to gather the data: Do appropriate external sources already exist (e.g. national reports)Do appropriate external sources already exist (e.g. national reports) Are these sources specific enough?Are these sources specific enough? Are they sources Are they sources reliablereliable and and accessibleaccessible?? Are the costs for obtaining the information Are the costs for obtaining the information reasonablereasonable?? As a last resort, should other sources be created?As a last resort, should other sources be created?

Try to use existing sources as much as possibleTry to use existing sources as much as possible If the information referred to in the indicator cannot be obtained, the If the information referred to in the indicator cannot be obtained, the

indicator becomes useless and a new one should be formulated.indicator becomes useless and a new one should be formulated.

Now build the Famous Five Now build the Famous Five on your own logframe...on your own logframe...

And finally...And finally...Even more information is Even more information is

requiredrequired Impact Weighting: Put a % value next to each output to show how much

each output will contribute to the achievement of the outcome (total of 100%), i.e. Shows relative importance of each output

Inputs. Divided into two parts: (i) Money (£) – an estimate of the proportion of the budget required for the delivery of each output and in total for the achievement of the outcome. (ii) Human Resources – estimate the proportional allocation of FTE (full time equivalent) inputs (for which DFID funding is requested) per output and overall.

Complete the Activity Log separately. This is not normally sent for approval to DFID. Tip: Add another excel sheet, in the same document as the logframe, to ensure they are linked well to each other.

In the Activity Log include the risks. Risks are shown at activity level only and rated at output level.

Risk ratings need to be established for each output and should be recorded as Low, Medium or High (see next slide on risk analysis).

Carry out a ‘Risk Assessment’Carry out a ‘Risk Assessment’ How do we define ‘risk’?

When we speak of risk, we really mean risk severity, i.e. The probability that a risk will occur and the impact the risk will have on the project if it materialises. So, we want to find out...how severe is the risk if it happens?

DFID request a rating of low/medium/high. Alarm bells will ring if lots of risks are ‘high’.

How do we measure risk severity? Give it a score out of 25 Risk Severity = (probability of risk occurring on scale of 1-5) x (impact of risk on scale of 1-5) Probability score of 1 = Low probability of the risk occurring Probability score of 5 = Very high probability of the risk occurring Impact score of 1 = Low negative impact on the project if it materialises Impact score of 5 = Very high negative impact on the project if it materialises.

What is the difference between a risk and an assumption? We expect that an assumption will probably happen, i.e. Rainy season will start in June, Government staff

will attend meetings. It is likely that these things will happen. A risk is the likelihood of a special event occurring which has a negative impact on the project. We

anticipate that the risk won’t happen, but if it does happen, it could jeopardise the project success. Risks are crucial to identify, e.g. Tools delivered late, parents won’t attend meetings, etc. Ensure the majority of risks are ‘low’.

The order for normally The order for normally completing the boxes is shown completing the boxes is shown

below….below….

Continue to build your Continue to build your own logframeown logframe

It’s time to put our It’s time to put our learning into practice...learning into practice...

Session 4Session 4

Building a logframe Building a logframe from scratch.....from scratch.....

How do we start to write a LF?How do we start to write a LF?

A typical process could look like this:A typical process could look like this:

• Carry out a Situational Analysis, then...Carry out a Situational Analysis, then...

• Carry out a Stakeholder Analysis, then...Carry out a Stakeholder Analysis, then...

• Do a Problem Tree Analysis, then...Do a Problem Tree Analysis, then...

• Do a Objective Tree Analysis, then...Do a Objective Tree Analysis, then...

• Write the Logical Framework Matrix and Write the Logical Framework Matrix and then...then...

• Execute the project and...Execute the project and...

• Carry out Monitoring and EvaluationCarry out Monitoring and Evaluation

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A document is created which describes the situation surrounding the problem. The source A document is created which describes the situation surrounding the problem. The source

could be a feasibility study, a pre-appraisal report, or be a compilation done specifically for could be a feasibility study, a pre-appraisal report, or be a compilation done specifically for the project design workshop. Typically the document describes the potential problem the project design workshop. Typically the document describes the potential problem situation in detail, identifies the stakeholders and describes the effects of the problems on situation in detail, identifies the stakeholders and describes the effects of the problems on them.them.

““The best logframes are built upon clear stakeholder involvement. A participatory The best logframes are built upon clear stakeholder involvement. A participatory team approach is critical in developing a viable project proposal with a robust team approach is critical in developing a viable project proposal with a robust

logframe” (DFID, 2011)logframe” (DFID, 2011)

Situational AnalysisSituational Analysis

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A stakeholder is any individual, group or organisation with an interest in the outcome of a A stakeholder is any individual, group or organisation with an interest in the outcome of a

programme/project.programme/project.

SA is an analysis of the people, groups, or organizations who may influence or be influenced by the SA is an analysis of the people, groups, or organizations who may influence or be influenced by the problem or a potential solution to the problem. This is the first step to understanding the problem. problem or a potential solution to the problem. This is the first step to understanding the problem. Without people or interest groups there would be no problem. So to understand the problem, we Without people or interest groups there would be no problem. So to understand the problem, we must first understand the stakeholders. The objectives of this step are to reveal and discuss the must first understand the stakeholders. The objectives of this step are to reveal and discuss the interest and expectations of persons and groups that are important to the success of the projectinterest and expectations of persons and groups that are important to the success of the project

(chicken and egg)(chicken and egg)

Stakeholder AnalysisStakeholder Analysis

Step by Step Guide to a Problem Step by Step Guide to a Problem TreeTree

Step 1: Identify a problem, e.g. one frequently mentioned by SHs, one Step 1: Identify a problem, e.g. one frequently mentioned by SHs, one which keeps getting raised in other projects reports.which keeps getting raised in other projects reports.

Tip: State an existing negative situation (e.g. Poor health Tip: State an existing negative situation (e.g. Poor health provision), not the absence to a problem (e.g. No health centre)provision), not the absence to a problem (e.g. No health centre)

Step 2: In small groups, participants list all Step 2: In small groups, participants list all causescauses of this problem (not of this problem (not imaginary, but actual). Use one card for each cause.imaginary, but actual). Use one card for each cause.

Tip: Divide into small groups of men, women, children, etc.Tip: Divide into small groups of men, women, children, etc.

Step 3: In small groups, participants list all Step 3: In small groups, participants list all effectseffects of this problem (not of this problem (not imaginary, but actual). Use one card for each effect.imaginary, but actual). Use one card for each effect.

Tip: Divide into small groups of men, women, children, etc.Tip: Divide into small groups of men, women, children, etc.

BUILD THE PROBLEM TREEBUILD THE PROBLEM TREE

Step 4: In one big group, jointly place the Step 4: In one big group, jointly place the effectseffects (branches) and (branches) and causescauses (roots) on the ‘tree’ and group together similar cards.(roots) on the ‘tree’ and group together similar cards.

Step 5: Through facilitated discussion, identify the root causes and main Step 5: Through facilitated discussion, identify the root causes and main effects, by asking ‘why’ or ‘what leads to...’ at least 5 times for each effects, by asking ‘why’ or ‘what leads to...’ at least 5 times for each card, to understand fully the cause-effect heirarchy of the problem. card, to understand fully the cause-effect heirarchy of the problem. Ensure everyone agrees when moving cards.Ensure everyone agrees when moving cards.

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Problem TreeProblem Tree

CAUSECAUSE

EFFECTEFFECT

The Problem Tree AnalysisThe Problem Tree Analysis

To work well, this relies onTo work well, this relies on:: Group-based inter-action e.g. workshop formatGroup-based inter-action e.g. workshop format Participation of key stakeholders, from all levels.Participation of key stakeholders, from all levels. Good facilitation of the processGood facilitation of the process Agreed consensus on problems, causes and Agreed consensus on problems, causes and

effects, with active involvement and participation.effects, with active involvement and participation. Division of men, women and children into Division of men, women and children into

separate groups.separate groups.

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Transform the ‘problem tree’ into an ‘objective tree’. How?Transform the ‘problem tree’ into an ‘objective tree’. How? The problem statement converts into a positive statement to give the The problem statement converts into a positive statement to give the

project outcomeproject outcome, e.g. ‘lack of sufficient water’ (problem) becomes , e.g. ‘lack of sufficient water’ (problem) becomes ‘improve water supply’ (outcome). ‘improve water supply’ (outcome). Tip: Turn the card over and write Tip: Turn the card over and write on the back.on the back.

The branches (causes) show the end which is desired (i.e. convert The branches (causes) show the end which is desired (i.e. convert effects to outputs). For example, ‘contaminated water’ to clean water’.effects to outputs). For example, ‘contaminated water’ to clean water’.

The roots show the means to achieving the end (i.e. convert the causes The roots show the means to achieving the end (i.e. convert the causes to activities). For example, ‘lack of technical people’ becomes to activities). For example, ‘lack of technical people’ becomes ‘train/employ more technical people’.‘train/employ more technical people’.

Tip: The ‘problem tree’ is probably never going to be the same for Tip: The ‘problem tree’ is probably never going to be the same for different groups and at different times, so see it more a device to different groups and at different times, so see it more a device to broaden thinking than a definitive project determinant. For example, broaden thinking than a definitive project determinant. For example, ‘lack of sufficient water’ could either be a ‘cause’ or an ‘effect,’ ‘lack of sufficient water’ could either be a ‘cause’ or an ‘effect,’ depending on the situation and participating group, and the project depending on the situation and participating group, and the project objectives and tasks would be different for each. objectives and tasks would be different for each.

From Problems to ObjectivesFrom Problems to Objectives

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The relationship between the The relationship between the problems tree and the objective problems tree and the objective

treetree

PROBLEM TREEPROBLEM TREE OBJECTIVE TREEOBJECTIVE TREE Focal problem Focal problem Project Project

OutcomeOutcome

EffectsEffects OutputOutput

CausesCauses ActivitiesActivities

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PROBLEM TREE: BUS EXAMPLEPROBLEM TREE: BUS EXAMPLE

Loss of Loss of confidence in bus confidence in bus

companycompanyPeople are latePeople are latePassengers hurt Passengers hurt

or killedor killed

Frequent bus Frequent bus accidentsaccidents

EffectsEffects

Core problemCore problem

Drivers not Drivers not careful enoughcareful enough

Bad conditions of Bad conditions of vehiclesvehicles

Bad road Bad road conditionsconditions

Vehicles too oldVehicles too old No ongoing No ongoing maintenancemaintenance

CausesCauses

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OBJECTIVES TREE: OBJECTIVES TREE: BUS EXAMPLEBUS EXAMPLE

Customers have a Customers have a better image of the better image of the

bus companybus company

Passengers Passengers arrive at arrive at

scheduled timescheduled time

Less Less passengers hurtpassengers hurt

Frequency of bus Frequency of bus accidents accidents

considerably considerably reducedreduced

Drivers drive Drivers drive carefully and carefully and responsiblyresponsibly

Keep vehicles in Keep vehicles in good conditiongood condition

Improve road Improve road conditionsconditions

Replace old vehiclesReplace old vehicles Regularly maintain Regularly maintain and check vehiclesand check vehicles

OutputsOutputs

ActivitiesActivities

PurposePurpose

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So, what do we include in So, what do we include in our logframe?our logframe?

As this process can result in projects which are too As this process can result in projects which are too ambitious, it is therefore important to help the ambitious, it is therefore important to help the group focus on what can be achieved.group focus on what can be achieved.

Participatory Ranking Participatory Ranking can help to prioritise and can help to prioritise and focus project activities. focus project activities. Tip: Use stones, bottle tops Tip: Use stones, bottle tops or sticky dots. Participants are asked to place 4 or sticky dots. Participants are asked to place 4 stones on their top priority, 3 on their 2nd priority, stones on their top priority, 3 on their 2nd priority, 2 on their 3nd priority, etc, etc. Or place one dot on 2 on their 3nd priority, etc, etc. Or place one dot on the most important issue to address, etc, etc.the most important issue to address, etc, etc.

What would you like to work What would you like to work on?on?

1.1. Work on a logframe/project design you brought with you.Work on a logframe/project design you brought with you.

2.2. In a small group, take an idea (from your job or a new yrs In a small group, take an idea (from your job or a new yrs resolution) and design a new project, from problem tree to resolution) and design a new project, from problem tree to objective tree to logframe. Or just design a logframe. objective tree to logframe. Or just design a logframe. Practice makes perfect.Practice makes perfect.

3.3. Complete a logframe jigsaw.Complete a logframe jigsaw.

4.4. Write an action plan on how you will apply your learning when Write an action plan on how you will apply your learning when you get back to the office.you get back to the office.

5.5. Read some of the material available.Read some of the material available.

6.6. Review your/any logframe using the DFID checklist.Review your/any logframe using the DFID checklist.

Session 6Session 6

Round up and final Round up and final tips.....tips.....

Feedback from DFID CSCF Feedback from DFID CSCF grant submissions (2010)grant submissions (2010)

Although the project is clear on its poverty reduction and

livelihood security aims, how women will participate in

community and household decision-making processes

remains vague

Although the project is clear on its poverty reduction and

livelihood security aims, how women will participate in

community and household decision-making processes

remains vague

Feedback from DFID CSCF Feedback from DFID CSCF grant submissions (2010)grant submissions (2010)

The problem analysis is too broad identifying a range of issues leading to the exclusion and

marginalisation of target communities and of youth in

particular. It is not entirely clear how this relates to the

proposed work and how certain activities (e.g. setting up agri-

business and agroforestry projects) will contribute to

improving livelihoods.

The problem analysis is too broad identifying a range of issues leading to the exclusion and

marginalisation of target communities and of youth in

particular. It is not entirely clear how this relates to the

proposed work and how certain activities (e.g. setting up agri-

business and agroforestry projects) will contribute to

improving livelihoods.

Feedback from DFID CSCF Feedback from DFID CSCF grant submissions (2010)grant submissions (2010)

The project approach is described as a series of 16 largely unrelated activities some of which are not clearly explained (e.g. activity 4:

"awareness raising through different activities" or 13: "engagement of youth in

extracurricular activities will promote positive energies").

The project approach is described as a series of 16 largely unrelated activities some of which are not clearly explained (e.g. activity 4:

"awareness raising through different activities" or 13: "engagement of youth in

extracurricular activities will promote positive energies").

Feedback from DFID CSCF Feedback from DFID CSCF grant submissions (2010)grant submissions (2010)

Budget includes £117,600 for national, regional and

international advocacy but it is not clear from the narrative or the logframe as to what issues

will be addressed or what policies or other frameworks

will be targeted.

Budget includes £117,600 for national, regional and

international advocacy but it is not clear from the narrative or the logframe as to what issues

will be addressed or what policies or other frameworks

will be targeted.

Feedback from donors... Feedback from donors...

““The art to developing a good logframe is to make it The art to developing a good logframe is to make it specific and clear, but not too long”.specific and clear, but not too long”.

IFAD, 2002IFAD, 2002

““We look forWe look for

Clear hierarchy of and linking between impact, outcome, Clear hierarchy of and linking between impact, outcome, outputs and activities.outputs and activities.

Clear, concise and accessible statement of all key Clear, concise and accessible statement of all key components of a project.components of a project.

Clarify on how the project is expected to work and what it Clarify on how the project is expected to work and what it will achieve.”will achieve.”

DFID , 2010DFID , 2010

Logframes: Common Logframes: Common problems from a donors problems from a donors

perspectiveperspective Confusion of impact and outcomeConfusion of impact and outcome

More than one outcome statementMore than one outcome statement

No numbering No numbering

No logical hierarchy within the logframe (activities should be No logical hierarchy within the logframe (activities should be linked to outputs, outputs linked to the outcome and the linked to outputs, outputs linked to the outcome and the outcome contributes to the impact)outcome contributes to the impact)

Indicators which are not clear or measurableIndicators which are not clear or measurable

Narrative and logframe don’t match upNarrative and logframe don’t match up

Poor analysis of risk and assumptions and the hierarchy in Poor analysis of risk and assumptions and the hierarchy in relation to the intervention logic.relation to the intervention logic.

DFID , 2010DFID , 2010

Other donor feedback...Other donor feedback... Activities are relatively few and do not convincingly lead to the Activities are relatively few and do not convincingly lead to the

outputs.outputs. The outcome is 3 statements.The outcome is 3 statements. The outputs don’t have measurable indicators.The outputs don’t have measurable indicators. Capacity building of partner is not addressed specifically.Capacity building of partner is not addressed specifically. There is no clear indicator for policy change.There is no clear indicator for policy change. No disaggregation by gender or other categories, e.g. disability.No disaggregation by gender or other categories, e.g. disability. The outcome statement does not reflect the analysis in the The outcome statement does not reflect the analysis in the

narrative.narrative.

Quote from DFID - “We are not fixated with formats (are you sure?!?!). If partners Quote from DFID - “We are not fixated with formats (are you sure?!?!). If partners develop equivalent monitoring frameworks that include all the information required develop equivalent monitoring frameworks that include all the information required by DFID’s own format, we do not need to insist on using our own matrix. It is the by DFID’s own format, we do not need to insist on using our own matrix. It is the

information contained within it that is essential”information contained within it that is essential”. (. (2011)2011)

More donor feedback...More donor feedback... A large number of applicants did not provide sufficient detail about A large number of applicants did not provide sufficient detail about

the findings of the needs analysis and did not show how the project the findings of the needs analysis and did not show how the project will address these needs/problems.will address these needs/problems.

Some applicants didn’t understand the distinction between outputs Some applicants didn’t understand the distinction between outputs and outcomes.and outcomes.

Some proposals didn’t show enough detail on the activities.Some proposals didn’t show enough detail on the activities. Only 35% of applicants designed coherent projects.Only 35% of applicants designed coherent projects. Proposals that provided more detailed project plans generally scored Proposals that provided more detailed project plans generally scored

better as this allowed assessors to understand the logic behind the better as this allowed assessors to understand the logic behind the project.project.

In general, exit strategies were the weakest component of the In general, exit strategies were the weakest component of the proposals.proposals.

It is important to complete all elements of the logframe. Some It is important to complete all elements of the logframe. Some sections were incomplete, especially at outcome level.sections were incomplete, especially at outcome level.

(Independent Assessment of Scottish Government(Independent Assessment of Scottish Government

Malawi and SSA Funds, July 2012, IOD Parc)Malawi and SSA Funds, July 2012, IOD Parc)

Guidance from DFID for GPAF Guidance from DFID for GPAF logframeslogframes

Typical problemsTypical problems

Beneficiaries not clearly identifiedBeneficiaries not clearly identified Problems identified as important are not Problems identified as important are not

those of the intended beneficiariesthose of the intended beneficiaries Objective structure poorly developedObjective structure poorly developed Multiple project outcomesMultiple project outcomes Assumptions not developedAssumptions not developed Indicators not developedIndicators not developed

Practical hintsPractical hints Use reference numbers in the tableUse reference numbers in the table Write clear statementsWrite clear statements Avoid just rephrasing statements at other levelsAvoid just rephrasing statements at other levels Keep the statements short and conciseKeep the statements short and concise Don’t complete the LF on your ownDon’t complete the LF on your own Use post-it’s or cards, to move aroundUse post-it’s or cards, to move around Ask an outsider to test/review the logic on the Ask an outsider to test/review the logic on the

final logframe (eg. Peer reviews).final logframe (eg. Peer reviews). Engage with the donor in other ways too (see Engage with the donor in other ways too (see

handout)handout)

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Supplement the logframe with the Supplement the logframe with the use of other tools, e.g. Project use of other tools, e.g. Project Timeline Timeline

Thanks for staying until the end. Thanks for staying until the end. www.nidos.org.uk

Please don’t forget to hand in Please don’t forget to hand in

your evaluation forms.your evaluation forms.

Any final Any final questions??questions??

Contact details:Contact details:Jill GentleJill Gentle

Independent Consultant Independent Consultant (specialising in project management, participatory (specialising in project management, participatory

tools, community development methodologies)tools, community development methodologies)writetojilluk@yahoo.co.uk

07773 016356 or 01908 31695007773 016356 or 01908 316950