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Achieving Family Economic Success with the People We Serve Using Results Based Accountability. United Way of Greater New Haven Annie E. Casey Foundation February 16, 2010. Results for Today. Can apply the fundamentals of Results Based Accountability (RBA)

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achieving family economic success with the people we serve using results based accountability

Achieving Family Economic Success with the People We Serve Using Results Based Accountability

United Way of Greater New Haven

Annie E. Casey Foundation

February 16, 2010

results for today
Results for Today
  • Can apply the fundamentals of Results Based Accountability (RBA)
  • Know the different types of and how to use performance measures in performance accountability
  • Are equipped to make applications to the United Way of Greater New Haven and the Casey Foundation
slide3

Various Outcome Models

Balanced Scorecard

Our Own Hybrid

Scales and Ladders

Logic ModelResults Mapping

Outcome Funding Framework

slide4

AECF and UWGNH use

Results

Based

Accountability

Results Matter

“It matters if we succeed or fail. It matters if things get better or worse.”

Mark Friedman

slide5

Results Based Accountability

a focused way of thinking and taking action

that starts with ENDS

(defining the change you want to make)

and works backwards to the means

(developing powerful strategies to bring about the change).

slide7

Why RBA Practice

  • Has consistent terms to use.
  • Uses a simple, step-by-step way to take action to make it better for populations of children, individuals or families.
  • Brings people together on what they care about– conditions of well-being.
  • Provides a common frameworkfor human services, government, funders and communities to work together.
  • Has a dual focus – population & program level change

Common Language

Common Sense

Common Ground

slide8

What is the Added Value of RBA?

  • Draws people together on what they care about

– better results for children & families

  • Makes the “silo” way of working obsolete because

people align their actions as partners for a shared

result

  • Uses data to inform decisions vs. the politics of the day
  • Uses what works vs. favorite programs to achieve results
  • Shares accountability across partners for better results
  • Tracks progress regularly by using data to course

correct or to accelerate the work

slide9

RBA Practice - Language Consistency

To avoid - many terms, few definitions, & interchanging

Benchmark

Outcome

Result

Modifiers

Measurable Core

Urgent Qualitative

Priority Programmatic

Targeted Performance

Incremental Strategic

Systemic

Indicator

Goal

Measure

Objective

Target

slide10

Two Profoundly DifferentAccountabilities

  • PerformancePopulations
  • For CustomersWhole in a place or geographic area
  • In Jobs AgencyAll Families in the City
slide11

Common Language

Population Accountability

Result (Outcome) – quality of life condition Families are economically successful.

Indicator– quantifies the result in the form of a percent, rate or ratio - % of residents employed

slide12

Population Accountability

Whole Population

+

Desired Result

+

Place

Population

Accountability

=

slide13

Population Accountability

Whole Population

Families

+

Desired Result

Have Economic Stability

+

Place

New Haven

Population

Accountability

=

slide14

P

O

P

U

L

A

T

I

O

N

Whole Populations in a Place

EX Children in Low Income Families in New Haven

Result

Quality of Life Change

EX: Children & families achieve financial stability

Indicator Trend Line

Quantifies the Result

EX: 60% of families are employed in 2008 & 61% in 2009

Strategies

What works to change the indicator Trend Line

Multi-sector jobs pipeline

Program or Service Population

Re-entry Residents

Performance Measures

(How Much, How Well, Difference Made)

120 residents in training, 70% complete training,

60 (50%) residents obtain jobs

Actions to Take

(Partners commit to take action)

Hospital agrees to hire ex-offenders, Library sponsors a job fair, Union establishes a apprentice program

R

B

A

P

E

R

F

O

R

M

A

N

C

E

slide15

7 Q’s of Population Accountability

  • 1.Which population(s) are we concerned about?
  • 2. What quality of life conditions do we want for the population(s)? (results)
  • 3. What measures can tells us that these conditions are improving? (indicators)
  • 4. How are we doing on the most important indicators for all populations?
  • (trend line) What factors are affecting the trend line? (story behind the data)5.Which partners are needed to change the trend line?6. Which strategies based on evidence, practice or experience are powerful
  • enough to change the trend line?7.What actions are going to take as a group?
slide17

PerformanceAccountability

Customers

Recently released Offenders

+

Program

Shea Services

+

Difference Made

# retaining jobs for 6 months

Performance

Accountability

=

slide18

Performance Accountability Is . . .

An approach to help us better see the link between our workand our performance and the results achieved for the people we serve in our programs.

slide20

Performance Measures Answer

Three Questions

1.How much didwe do?(Quantity)

2. How well did we do it?(Quality)

3. Who is better off?(Impact)

slide21

How much did we do?

  • 1.How many did we serve? (Customers)
        • # of individualsserved through jobs pipeline
        • # of agenciesdid we refer to?

2.How many activities did we provide?

        • # of training sessions held
        • # of eventsheld in the neighborhood
slide22

How well did we do?

1. Are our efforts Timely?

% of referrals completed in 24 hours

2. What are the completion or Attendance rates?

% new workers completing training

3. Are our customers Satisfied?

% of employers satisfied with job hires

4. What are the Costs per unit? TASCS

$400 per jobs skills training session held

5. What are professional or organizational Standards?

Worker to Coaches ratio (10 to 1)

slide23

What Difference Made – Better Off

1.Behaviors(#/% of participants who report to work on time)

  • Attitudes (Opinions)(#/% of participants who value seeking a degree)
  • Circumstances(#/% of participants who have a job at program completion)
  • Knowledge/Skills(#/% of individuals who have job increased skills)

BACKS

slide24

Employment Readiness Class

  • How much did we do? (Quantity)
    • # participating in the class
  • How well did we do it? (Quality)
    • % satisfied with class

Who is better off? (Impact)

    • #/% who get a job
slide25

How Performance Measures Fit Together

How Much

How Well

Better Off

slide26

Performance Measures Start with

Effort

How hard did we try?

Effect

What difference did we make?

slide27

Performance Measures Look at Both

Quantity

Quality

How well did we do it?

( % )

How much did we do?

( # )

slide28

Here is the Fit of Performance Measures

Effort

HowWell

HowMuch We Did

Eff ect

slide29

The Fit In Detail

Quality

Quantity

How much service did we deliver?

#

How welldid we deliver it?

%

Effect Effort

Better Off

How much change / effect did we produce?

#

What quality of change / effect did we produce?

%

slide30

Quality

Quantity

Job Skills Class

# of youth participating in a jobs skills class

% of youth satisfied with the program

EffectEffort

Is anyone better off?

# of youth who have a job

% of youth who have a job

slide32

Performance Measures

Are NOT Equal

How much did we do?

How well did we do it?

2nd Most

Important

Least

Important

Is Anyone Better Off?

MOST

Important

3rd Most

Important

slide33

Numbers Tell Only Part of the Story

Numberstell you the exact “number” of participants who were better off. (Q#3)

Percentages tell the degree of success of the program/organization. (Q#4)

1

2

100 job applicants in the program

40% of applicants complete course

#

%

4

3

50 applicants employed

50% of applicants employed

#

%

slide34

Measuring Improvement

  • Point in Time Improvement

# / % of agencies showing increased results in 2008

  • Point to Point Over Time

# / % of agencies showing results for two years

slide35

Performance Measures: How Many

Priority Measures – Most Important

  • 2 or 3 or 4 “Headline” Measures

Secondary Measures

  • Others that you may want to track . . .

Data Development Work to Do

  • Need to gather data to measure what you don’t have
  • Data that needs repair (definition, quality, timely)
slide36

Setting Performance Targets

  • Helps us understand what we are aiming for and if we don’t reach targets then we can work to discover what didn’t work and what we can do better.
  • Helps to answer the key questions
    • Is it producing what it should for its customers?
    • Is this program worth the money?
    • Can it perform better?
    • Can it be done less expensively?
slide37

Performance Measures

Quantity

Quality

1

2

What/How much did we do?

#

How welldid we do it?

%

EffectEffort

3

4

Better Off

#

%

slide38

What Are The Steps To

Improve Our Performance?

slide39

7 Performance Accountability Questions

  • Who are our customers? For which program?
  • How do we measure if we are making a difference? (customersare better off)
  • How do we measure if we deliver our services well?(quality measures)
  • What is the data telling us about how we are doing on these measures?

+ the trend line – better, worse or the same? For all customer groups especially where disparities exist

+ story behind the data – factors pushing up & pushing down ?

  • Which partners are needed to change the trend line?
  • What actions are powerful enough to address the factors? What works based on evidence, practice or experience?
  • What actions are we going to take as a group?
slide40

Who are our customers?

  • Which program?

People participating in the program or the activities to implement a strategy

  • children
  • parents
slide41

How do we measure if we are making a difference?

  • Ways people are “Better off”

B = Behaviors Change

A = Attitudes/Opinions Shift

C = Circumstances are Better

K = Knowledge Increased

S = Skills Increased

“BACKS”

slide42

How can we measure if we deliver our services well?

  • Quality Measures

T = Timeliness of service response-delivery

A = Attendance rates and programs

S = Satisfaction of how well trusted

C = Costs per unit or amount spent

S = Standards for services, staffing, etc.

“TASCS”

slide43

4.What is the data telling us about how are

we doing on the performance measures?

Factors decreasing trend

What is the story?

Trend Line

? Better

? Same

? Worse

Factors increasing trend

History

Forecast

Current

slide44

Shea Community Workforce Partner

Number of Training Program Graduates with Jobs

slide45

Who are the partners?

Who is contributing?

Who is missing at the table? Who do we recruit to help move the work forward?

Which partners can expand their efforts?

slide46

What actions are powerful enough to address the priority factors to improve the trend line?

What are the priority factors that are affecting the  and  of the trend line?

What do we think would be effective to make a difference – to improve the identified “better off” or “how well” performance measure?

What do we know from evidence, practice, or our experiences?

slide47

What actions are we going to take?

  • What actions are we going to take?
  • Who is going to do what?
  • What is the timeline?
  • When will we collect the data to take stock of whether the actions are working?
slide48

The Intersection of

Population&PerformanceAccountability

Results

Indicators

Population

Strategies

Performance

Measures for

Customers

Performance

slide49

The Contribution of Program Measures to Population Change

Result: New Haven families achieve financial stability and security.

Program Measure:

# of re-entry residents employed

Indicator:

% of families employed

New Haven Partners

One Employment Partner

A Training Class

slide50

Taking Action to Improve the Trend Line

  • Identify your Performance Measure
  • Draw your trend line
  • List the factors that increase and
  • decrease the trend line
  • Use the priority factors to identify what actions to take to improve the trend line
  • Report out the actions to take
slide51

Group Report

Trend Line

Measure

Factors affecting the trend line ---------------------------  ---------------------------

Partners ---------------------------  ---------------------------

Three Actions – To Take ---------------------------  ---------------------------  ---------- No-cost / low-cost