MODULE 10 · Skill training · 95 MINUTES

Program design and a clear theory of change

Learn the principle. Practice the work. Preserve what you learn.

Your learning goals

Connect audience needs to activities and outcomes.
Build a practical program plan with measurable objectives.
Identify assumptions and implementation dependencies.

Preparation

Define the change the program seeks

Begin with a specific audience and need supported by the available evidence. Describe the intended change in terms a learner or participant could understand. For a short Q45 exercise, an objective might be to produce a service plan containing an action, a date, and a way to reflect on the result. This is more measurable than a promise of transformation. Distinguish inputs, activities, outputs, short-term outcomes, and longer-term aspirations. Inputs are resources; activities are what the program does; outputs are what it produces; outcomes are changes associated with participation. A theory of change explains why the activities might contribute to the intended outcomes and which assumptions need testing.

Build the delivery plan

A complete plan names the audience, objectives, sequence, materials, participant choices, accessibility provisions, delivery format, responsibilities, timeline, and evaluation approach. Use an instructional sequence that introduces the purpose, models the task, offers practice, supports reflection, and points toward application. Identify prerequisites and the minimum resources needed. Estimate preparation and delivery effort with stated assumptions. For a virtual activity, consider how participants will navigate resources and where they can obtain help. For a community initiative, consider the setting and local requirements supplied by the project. Keep the first implementation bounded enough that feedback can lead to a meaningful revision.

Test the connections before implementation

Examine each activity and ask which objective it serves. Examine each objective and ask what evidence could show progress. Remove unnecessary steps through the assigned revision process while preserving required content. Record dependencies such as audience confirmation, permissions, platform access, participant materials, and response arrangements. Prepare a simple implementation checklist and a contingency for likely disruptions. A design can be complete as a proposal while actual implementation awaits the authorized project step. After a pilot, compare the intended sequence with what occurred and revise the logic model accordingly. The plan should become more accurate as evidence accumulates.

Worked example

title

Worked example: a small Q45 logic model

body

Synthetic initiative: Purposeful Service Practice. Inputs: an original exercise, facilitator guide, accessible web page, and 45 minutes of participant time. Activities: reflect on one experience, inspect a fictional example, draft a service action, and choose a review date. Outputs: completed action plans and feedback responses. Short-term outcome: participants can state a manageable action, date, and reflection question. Longer-term aspiration: sustained purposeful service. Assumptions: the audience finds the activity relevant and has a feasible opportunity to act. The pilot measures plan clarity and usability; it does not establish the longer-term aspiration.

Your practical assignment

Create an implementation-ready program proposal

Write a 200-word audience and need statement.
Define three observable learning or participation objectives.
Create a logic model linking resources, activities, outputs, outcomes, and assumptions.
Prepare a timed activity sequence, materials list, accessibility plan, and dependency record.
Map each objective to an evaluation item and a proposed next improvement decision.

Evidence to prepare

A 1,000–1,400-word program proposal.
A complete logic model.
An objective-to-activity-to-measure map.

Assignment scoring guide

Use these criteria for self assessment and feedback. Each criterion contributes 25 points to the 100-point assignment rubric.

Criterion	Points	Evidence
Alignment	25	Need, audience, objectives, activities, and measures connect coherently.
Feasibility	25	Resources, effort, roles, and dependencies are realistic and explicit.
Participant experience	25	The sequence includes examples, practice, choice, and accessibility.
Evaluation readiness	25	The plan distinguishes outputs, outcomes, assumptions, and aspirations.

Reflection

Which assumption is most important to test early?
What would you change if participants understand the exercise but cannot act on it?

Scoring and revision guidance

Evidence is absent or cannot be assessed.

Limited evidence; substantial guidance and revision are needed.

Partially demonstrated; a material element needs revision.

The essential requirement is met; minor corrections remain.

Complete, accurate, traceable, and usable evidence for the criterion.

Review the explanation for each missed question, revisit the relevant lesson, and retry. Revise practical work against the rubric and document the change.