Collaboration Counts: Working Together to Strengthen America’s Families

Collaboration Counts: Working Together to Strengthen America’s Families

Putting Performance Data to Work

to Improve Programs and

Outcomes for Children and Families

March 13, 2001

Terry Moore, MSW University of Kansas School of Social Welfare

Mary Ann Hartnett, Ph.D. Illinois Department of Children and Family Services

Conceptual Framework for the Use of OutcomeData By Managers

Report Package

Manager skills &knowledge

OrganizationalCulture

Interpretation Action Steps

Function of ReportsFunction of Reports Focuses attention

“What gets measured gets done” Communicates the priorities of the agency

OutcomesBudgetCompliance

Provides feedback How are we doing Points to good and inadequate performanceProvides clues on what to do

E-Report Models Demonstration E-Report Models Demonstration

Effective Reports Effective Reports Relevant

Easy

Stress Outcomes

Utility

Lean

Trustworthy

Standards

Manager Skill: Reading and Understanding the Reports Manager Skill: Reading and Understanding the Reports

Understanding the measures How they are definedWhy these measuresStandards for performance

Reading the graphs and tables Components of the electronic report Drilling down into the data: sorting case information

computer skills

Manager Skill: Interpretation of Data

Data Analysis vs. Clinical Process

Manager Skill: Interpretation of Data

Data Analysis vs. Clinical Process

Initial identification

Developing and testing hypotheses and drawing conclusions

Taking action

Monitoring Performance and modify actions taking

Identification of presenting problem

Client assessment

Case Planning and providing services/resources

Monitor progress and make mid-course corrections

Using Data Hard and Fast RuleUsing Data Hard and Fast Rule

No one should ever make an important case decision that is contrary to the best interest of a child in order to obtain a positive outcome score.

Code of Ethics (service to others above self interest)Performance goals not compliance – Continuous improvement for children and families

Organizational Culture: Results vs. Non-

Performance

Organizational Culture: Results vs. Non-

Performance Uses management reports to

guide actions and decisions Reinforces success and good

performance Takes responsibility for

performance - everyone Adapts and innovates to

achieve outcomes Sets and achieves

performance goals Maintains a healthy

disrespect for the impossible Promotes free flow of ideas

Uses anecdotal information in decisions

Reacts only to performance problems

Blames others for performance

Maintains status quo, innovation not rewarded

Performance goals not set or discussed

Accepts status quo and gives in to constraints

Defensive (CYA) mode

Results-Oriented Management (ROM)

Results-Oriented Management (ROM)

Using outcome data is not just an add-on skill but rather is a provides focus and purpose for all management activities

Personnel managementClinical consultation Acquiring and allocating resourcesProgram designPolicy developmentProblem solvingCommunity collaboration

Management skill: Taking ActionManagement skill: Taking Action Involvement of others in program improvement efforts Goal setting (providing focus) Policy or procedure change Training Individual supervision Obtain needed resources Influence with key stakeholders

If You Build it They Might Use ItIf You Build it They Might Use It

Leadership Upper and mid level managersOngoing (easy to go back to old ways)Modeling (goal setting, meetings)

TrainingMultiple Applied WORKshop

Support Technical (quality assurance staff)Supervision

Results-Oriented Management Web-Based

Training

Results-Oriented Management Web-Based

Training

www.rom.ku.edu

Results-Oriented Management Web-Based

Training

Results-Oriented Management Web-Based

Training

www.rom.ku.edu