Template Running Sheet for Undertaking a Program Logic Workshop.
This running sheet takes you through the steps to run a workshop so that you can develop a program logic for your project. The timing is indicative only and may be adjusted depending on needs, complexity of the project, number of stakeholders etc.
The running sheet should be read in its entirety prior to running a workshop, and amended as required.
Topic	Resources	Who	Description	Time	
Welcome & Introduction
(Step 1)	Handout of program logic or slide outlining steps of the program logic	Facilitator and stakeholders	Facilitator to welcome participants – everyone to introduce themselves. Stakeholders should ideally include representatives from all the project delivery partners. The facilitator should decide as to whether the program logic will be presented from left to right, or bottom-up.
“This workshop is about identifying the theory of change (or action) that underpins the project/program. By the end of the workshop, we will have identified what activities need to be undertaken to achieve the outcomes we want as part of the project. It is important to emphasise that the process relies on stakeholder input and that the program logic should not be a detailed task list of everything that needs to be done. It rather focuses on the main steps that need to be achieved, so that we can track the project’s progress to see if we are on the right path, or whether we need to make changes.
The process will use a backcasting approach where the long-term outcomes are settled upon, and the group then works backwards to identify the preceding steps that are needed to achieve the end outcome. In this we, the group, can look at what is needed to create the future, rather than working from the existing state and try to predict the future.”

Option: Someone who is familiar with the project or program within which it sits may want to provide a short introduction to the project or program to set the scene.	15 min	
Identify the baseline state and the overall goal
(Step 2)	White board or flipchart	Facilitator and stakeholders	Stakeholders are asked to establish the baseline state (how things are currently) and the facilitator writes this down for everyone to see. The stakeholders are then asked to agree on a project goal (a goal looks at the general aim of the project, or program that the project fits in). Participants are then able to determine the gap or need(s) between the current situation and intended goal (i.e. what is preventing the goal from being met at present). The need is then responded to with agreed actions or activities that would allow the need to be met and the goal to be realised (undertaken in the following steps).	15 min

(30 min)	
Identifying long-term outcomes
(Step 3)	Pieces of paper (recycled/reused) and a sticky-wall, or sticky-notes, or paper with sticky-tape

Alternatively, the facilitator can use software such as DoView® to enter the information electronically.	Facilitator and stakeholders	The facilitator writes down ‘long-term outcomes’ on a piece of paper and places this on a wall or on a sticky-wall. The stakeholders are asked to identify what environmental, social, or economic outcomes they want to see in the long-term as a result of this project. This is the idea of envisioning a sustainable future. Stakeholders are then asked to write down what they see as the long-term outcomes (up to five each) on their pieces of paper or sticky-notes. Stakeholders then place their pieces of paper below (or adjacent) the ‘long-term outcome’ heading. Once all the stakeholders have placed their pieces of paper, the group can review what has been identified as long-term outcomes, and similar ones can be grouped together. If an outcome seems unclear, stakeholders can discuss it.
The facilitator asks the timeframe for intermediate outcome to be achieved. This can be a guide as to when a long-term evaluation could be undertaken.

If using DoView®, the facilitator would go around the room and get input from all the stakeholders and enter the information directly into the software. This would be projected onto a wall or screen for the stakeholders to view.	20 min

(50 min)	
Identifying intermediate outcomes
(Step 3 continued)	Pieces of paper (recycled/reused) and a sticky-wall, or sticky-notes, or paper with sticky-tape	Facilitator and stakeholders	The facilitator writes down ‘intermediate outcomes’ on a piece of paper and places this on a wall or on a sticky-wall. The facilitator then asks the stakeholders “what needs to have occurred for the long-term outcomes to be achieved”. Intermediate outcomes are usually changes in actions or behaviour or policies that lead to the long-term outcomes. Intermediate outcomes may be linked to the project’s objectives. 
The best approach to completing this step is for the stakeholders to consider step each of the long-term outcomes separately. 
Like in the previous step, stakeholders are asked to write down what they see as intermediate outcomes and place them on the wall corresponding to the long-term outcome (the means-end relationship). Once all the stakeholders have placed their pieces of paper, the group can review what has been identified and similar ones can be grouped together. 
An alternative approach (to save time) is for the facilitator to select one of the long-term outcomes and ask the stakeholders what the corresponding intermediate outcome is.  The facilitator can then ask the stakeholders to provide intermediate outcomes, and the facilitator writes these down.   The facilitator can go around the room and encourage contributions if required. 
The facilitator asks the timeframe for intermediate outcome to be achieved. 
The stakeholders can consider making intermediate outcomes measurable, or alternatively this can be undertaken as part of developing a monitoring and evaluation (M&E) plan (separate running sheet is provided). 	20 min

(70 min)	
Identifying short-term outcomes
(Step 3 continued)	Pieces of paper (recycled/reused) and a sticky-wall, or sticky-notes, or paper with sticky-tape	Facilitator and stakeholders	The facilitator writes down ‘short-term outcomes’ on a piece of paper and places this on a wall or on a sticky-wall. The facilitator then asks the stakeholders “what needs to have occurred for the intermediate outcomes to be achieved”. Short-term outcomes are usually changes in knowledge, attitudes and skills that lead to the intermediate outcomes. Again, this may be linked to objectives, and may want to be measurable. 
Like in the previous steps, stakeholders are asked to write down what they see as short-term outcomes and place them on the wall corresponding to the intermediate outcome (the means-end relationship). Once all the stakeholders have placed their pieces of paper, the group can review what has been identified and similar ones can be grouped together. 
The facilitator asks the timeframe for intermediate outcome to be achieved. 
Alternatively the facilitator can go around the room and ask for contributions.	20 min

(90 min)	
Identifying the outputs
(Step 4)	Pieces of paper (recycled/reused) and a sticky-wall, or sticky-notes, or paper with sticky-tape	Facilitator and stakeholders	The facilitator writes down ‘outputs’ on a piece of paper and places this on a wall or on a sticky-wall. The facilitator should emphasise that the previous parts were about identifying intended results, and from hereon it is about identifying concrete things that need to happen. The facilitator then asks the stakeholders “what outputs are needed to achieve the short-term outcomes”. Outputs are units of services or products delivered in order to achieve the short-term outcomes. Outputs can include workshops, brochures, meetings, etc. Like in the previous steps, stakeholders are asked to write down what they see as short-term outcomes and place them on the wall corresponding to the short-term outcome (the means-end relationship). Once all the stakeholders have placed their pieces of paper, the group can review what has been identified and similar ones can be grouped together. 
Alternatively the facilitator can go around the room and ask for contributions.
Participants may want to specify ‘why’ certain outputs are selected over others (eg. pamphlets are good because of our cost concerns/timing).	20

(110 min)	
Identifying the activities
(Step 4 continued)	Pieces of paper (recycled/reused) and a sticky-wall, or sticky-notes, or paper with sticky-tape	Facilitator and stakeholders	The facilitator writes down ‘activities’ on a piece of paper and places this on a wall or on a sticky-wall. Activities are closely linked to outputs, and generally involve a re-framing of the output into an active task (eg, hold workshops, develop brochures etc). The facilitator then asks the stakeholders “what activities are needed to achieve the outputs outcomes”. Rather than stakeholders writing what they think needs to happen on individual pieces of paper, the facilitator can go through the outputs sequentially and ask what activity needs to be undertaken, and write this down on a piece of paper, and stick this up alongside its corresponding output.
Activities should be worded with active verbs (eg. engage target group, develop workshops).

Note: The facilitator may want to combine the activities and outputs together.	15

(125 min)	
Identifying the inputs
(Step 4 continued)	Pieces of paper (recycled/reused) and a sticky-wall, or sticky-notes, or paper with sticky-tape	Facilitator and stakeholders	The facilitator writes down ‘inputs’ on a piece of paper and places this on a wall or on a sticky-wall. The facilitator then asks the stakeholders “what inputs are needed to deliver the activities”. Inputs include resources such as time, money, staff, skills, and can also include research such as past project evaluations. As in the previous step, the facilitator can ask the stakeholders what inputs are required, and write these down on pieces of paper and stick them up.	15

(140 min)	
Reviewing the program logic and identifying assumptions
(Step 5)		Facilitator and stakeholders	The facilitator asks the stakeholders to review the program logic, this time from inputs to activities and onwards to the long-term outcome in order to ensure that the means that have been identified will logically lead to the ends that are desired. Stakeholders are asked whether the activities and outputs can be delivered, and whether it is likely that they will achieve the short-term outcomes. 
The stakeholders are also asked to identify the assumptions that need underpin each step’s success. Assumptions may include internal or external factors (eg. staff skills, or changes in legislation). Assumptions can also be seen as risks if they do not hold true
This forms the draft program logic than can be circulated to the stakeholders at a later stage.	40

(180 min)	
Thankyou			The facilitator thanks participants for attending. The facilitator needs to copy the program logic down, or take a photo for later transcription. The program logic can be circulated to the stakeholders and reflected upon. Any feedback can be provided to the facilitators and all the stakeholders.

There is the option of following this up with a workshop to develop a Monitoring and Evaluation (M&E) plan based on the program logic (refer to evaluation toolbox).