Logic Model Template for Creating Federal Supervisory and Managerial Training

Purpose
The logic model provides a systematic and visual aid to identify the managerial curriculum components: inputs, outputs,
outcomes and evaluation methodology, and illustrates the relationship among each of them. The logic model provides agency
stakeholders with a roadmap that describes the sequence of related events, and a clear understanding of the curriculum goals
and evaluation.

Reading a Basic Logic Model

The logic model reads from left to right and describes the curriculum basics from planning through results. It follows the chain
of reasoning or “If...then...” statements that connect the curriculum’s components. You begin with the outputs and move to
outcomes asking “If this, then that?”

Building a Logic Model by Basic Curriculum Components

The logic model is developed during the planning phase and used in conjunction with OPM's Training Evaluation Field Guide
and the Training Evaluation Field Guide Supplement. As you conceptualize your managerial curriculum, begin by describing
your basic assumptions and assessing the needs of your organization. The following logic model template has been
prepopulated with Federal managerial curriculum-specific examples to assist you in creating your agency’s managerial logic
model. You should reference the template when determining the factors to include for each of the logic model components.
Keep in mind that the template is not an exhaustive list of factors; you should consult with your agency stakeholders to
determine which factors to include.

1. Inputs are the major resources you will invest in the curriculum which potentially enable or limit curriculum
effectiveness.
 Protective factors are enabling resources which may include the agency’s strategic plan, strategic learning plan,
EVS results, training needs assessment, potential collaborating partners, existing organizational or interpersonal
networks, staff and volunteers, time, facilities, equipment, and supplies.
 Limiting risk factors might include such things as assumptions, the political environment, lack of resources,
policies, laws, and regulations.
2. Outputs are composed of activities and their direct products.
 Activities are the processes, techniques, tools, events, technology, and actions of the planned curriculum. The
things you will do with your resources.
 Direct Products are the results of the activities, and describe the size and/or scope of the services and products
delivered or produced. For example, the number of classes taught, meetings held, or materials produced and
distributed.
3. Outcomes are specific changes in attitudes, behaviors, knowledge, skills, or conditions expected to result from the
activities. The logic model template includes examples of organizational and curriculum metrics for each outcome
level.
 Short-Term Outcomes (Level 2) - To what degree participants acquire the intended knowledge, skills,
attitudes, confidence and commitment based on their participation in a training event
 Intermediate Outcomes (Level 3) - To what degree participants apply what they learned during training
when they are back on the job
 Long-Term Outcome (Level 4) - To what degree targeted outcomes occur as a result of the training event and
subsequent reinforcement with a focus on Return on Expectations (ROE) and impact.
4. Baseline Data is the initial collection of data which will serve as a basis for comparison with the subsequently
acquired data. This section was included to assist you in formulating your evaluation plan, tools and questions. The
template includes examples of evaluation methods and tools to use when evaluating the effectiveness of your
curriculum.

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Logic Model Template for Federal Supervisory and Managerial Development
Program Office Goal: To develop an effective managerial curriculum and evaluation methodology that meets government-wide requirements.
Business Objective: Create leadership pipeline for sustained organizational success Target Population: Federal Managers
Inputs Outputs Outcomes Baseline Data
Major resources Activities associated Direct products of Changes/impacts that occur because of activities Baseline data is necessary for each
needed with the resources activities evaluation method
Immediate Short-term Intermediate Long-term Evaluation Methods Evaluation Tools
Level 1 Level 2 Level 3 Level 4 (p. 20, 33-46) (p. 33 – 46)
Changes in Learning (p. 31-32, 50) Critical & Sustained Behaviors Return on Expectations
Interviews with senior Checklist/L3 Survey
Organization Factors Specific to Curriculum Employee Impact leaders/employees (3, 6,
Agency’s Strategic Plan and Design and develop a Goals & objectives Change in knowledge, attitudes Increased collaboration/sharing of best Promotion and 12 months after the Team meeting reports
Goals curriculum Courses offered and skills specific to the courses practices within and across agencies Increased satisfaction and engagement program)
Strategic Learning Plan Curriculum design delivered Increased retention 360-degree evaluations
Implement managerial training
EVS results curriculum (delivery strategy) Learning delivery systems Increased transparency Reduction in # of grievances filed Track developmental
Agency’s training needs- Instructor training Closed competency gaps Reduction in % of successful activities in the daily L3/L4 surveys
assessment Assess quality of managerial # of training hours Increased manager-employee interaction grievances operational context (how
curriculum and identify training Increased awareness Employee Turnover (Involuntary vs. did the supervisor/manager
Risk Factors gaps Specific to Implementation Increased employee advocacy Voluntary) follow up or offer feedback
Laws/Regulations # of supervisors and managers Increased commitment to the employee?)
Political environment Develop a marketing trained Increased use of rewards Work Culture Track $ spent on training Accounting records
Organizational culture strategy # of supervisors and Increased confidence Better team performance leading to
Track # of monetary & non- Tracking sheet
Assumptions (facts or managers/course Increased use of just-in-time training/job better work products
monetary
conditions you assume to be # of courses delivered Changed motivation or aspiration aides More innovative ideas
rewards/recognition
true) # of new certifications (if More creative solutions
On-the-job observations of Checklist
applicable) Broader perspectives Ability to successfully address challenges Compliance with laws
progress
Protective Factors # of managers completing Improved communication
Program budget multiple training Changed policies, practices or decisions Monitor employee Employee Viewpoint
Facilities Organization Impact engagement scores Survey/Agency survey
Staff resources Specific to Quality Assessment Increased agility when responding to and Decreased training costs
Office supplies of Courses leading change Increased efficiency Track customer satisfaction Customer survey
Technology % participant satisfaction Team Learning scores
Shared Vision Monitor quality of work Supervisor and
Drivers of Learning Transfer products Manager
Specific to Marketing Strategy Opportunity to apply new knowledge Succession Planning Measures survey/customer survey
# of fliers & brochures Reinforcement(mentoring, discussion Organization’s ability to fill key jobs Track employee retention HR system
# of social media sites and groups, practice) with internal candidates rates
threads Encouragement (OTJ observation, Ethnic & gender diversity in
# of Webcasts/Podcasts feedback, coaching) promotions Other:
# of web posts Reward (acknowledgement of changed Positive performance evaluations Organizational climate
# of website hits/responses behavior) following promotion survey
# of hits/responses to Monitor (dashboard, surveys) Leadership effectiveness
promotional messages posted High potential retention & attrition Labor & Employee
to a Listserv Relations Office
# of News releases
# of posters (signage in general)