Resource Mappingfor Commissioners of Children’s Services

Contents

1.What is Resource Mapping - background

2.Preconditions for Resource Mapping

3.Managing Resource Mapping

4.The Seven Steps• Initiate communications

• Agree data sets

• Identify existing data

• Identify new data sources

• Collect data

• Analyse and present data

• Lessons learnt

1. What is resource mapping?

Resource Mapping in the context of commissioning Children’s Services is:

Collaboration in Children’s Trusts to identify resources currently available, to enable realignment of these for the improvement of outcomes for children, young people and families.

What is resource mapping?

“Resources” include:• Services (internal/external) provided to users

• Including the impact of these on outcomes• Resources (staff, money, buildings etc) used to deliver the services

• By providers• By Children’s Trust partners

Resource Mapping can be applied at three levels:• Strategic – across a wide range of services. Proactive, helps identify

priorities, can be overwhelming• Service / operational – in relation to identified priority/priorities. Reactive but

manageable, focused resources• Individual - specialist services

How mapping fits in

“It is important that, before any services can be jointly commissioned, a thorough analysis of what is currently commissioned by each partner is undertaken”

Joint Planning and Commissioning Framework for Children, Young People and Maternity Services

Why is it important?

Allows detailed understanding

of current services

Allows detailed understanding

of current services

Resources can be targeted at

priorities

Resources can be targeted at

priorities

Evidence based programming

and transformation

Evidence based programming

and transformation

Enables quick

response to change -

agility

Enables quick

response to change -

agility

Part of robust corporate risk management

Part of robust corporate risk management

Supports fair cost sharing across Trust

Supports fair cost sharing across Trust

Helps identify which services/ resources contribute best to

outcomes

Helps identify which services/ resources contribute best to

outcomes

Supports national

benchmarking

Supports national

benchmarking

Informs market shaping and

management

Informs market shaping and

management Helps identify best practice from which to

learn

Helps identify best practice from which to

learn

This presentation

Focuses on Resource Mapping at the service level

Provides overview of Resource Mapping in an ideal world

Pragmatic approach will be required• The structured approach set out here will be useful but…….

• … adapt it to your time and resource limitations

2. PreconditionsHaving the following in place will ease Resource Mapping:

Clear, written view of what aiming to achieve and why• Agreed Children and Young People’s Plan / JSNA • Agreed programme of Resource Mapping activities• Agreed priorities and outcomes

Agreed view on the scope and depth of the project• Realistic expectations of what can be achieved• Readiness for unwelcome findings

Agreement on how data will be presented and to whom• Consider what product needs to look like e.g. map, on-line directory• This will depend on the audience

Preconditions

Agreed processes and procedures for the Resource Mapping exercise e.g.

• How to vary Trust partner contributions if necessary in future

• How to address time delays / indecision

Supportive relationship across Children’s Trust partners e.g.• Commitment to change

• Openness and trust

• Recognition that partners’ contributions may change over time

• Respect for agreed procedures and priorities

• Willingness to deal with obstructive colleagues

3. Managing resource mapping

Identify and put in place:• Senior manager with overall responsibility for delivery

• ‘Task force’ of stakeholders if necessary – external and internal

• Project manager

• Support staff – a team and/or ad hoc resources

• Skilled input

• Data/information analysts, health, finance, contracts

• Timescales and reporting

• Clear, agreed roles and responsibilities

• Consider appointing a Children’s Trust Board Champion• Ensures commitment

• Deal with any political issues

National Initiative: Children’s Service Mapping

Funded by DOH and DCSF, run by Durham University

Aim:• Create inventory of all health, social care, youth and leisure, criminal

justice and education support services in England

• Identify the investment in these

• Support development of National Service Framework for Children, Young People and Maternity Services

• Provide annual comparative data on progress on service frameworks and delivery plan targets

See http://www.childrensmapping.org.uk

National Initiative: Total Place

Mapping total public spend in a range of pilot sites

Based on “Calling and Counting Cumbria” approach

Aims to:• Support collaboration

• Achieve efficiencies through improved distribution and configuration of services

• Eliminate barriers to joint working

See: http://www.local.gov.uk/lgv2/core/page.do?pageId=110980

4. The Process - Seven Key Steps

1. Initiate communications

2. Agree data sets

3. Identify existing data

4. Identify new data sources

5. Collect data

6. Analyse and present data

Comm

unications

and

Project Managem

ent

(ongoing)

7. Lessons learnt

Step 1 – Initiate communications

1. Initiate communications

2. Agree data sets

3. Identify existing data

4. Identify new data sources

5. Collect data

6. Analyse and present data

Comm

unications

and

Project Managem

ent

(ongoing)

7. Lessons learnt

Step 1 – Initiate communications

Aim to:• Establish and maintain communication channels, as appropriate, with

stakeholder groups

• Cultivate trust by addressing:

• Perceived threats

• How findings will be presented and used

• Set expectations

• Reduce risk

• Reputational

• Loss of longer-term co-operation from providers

• Impact on users

Step 1 – Initiate communications

Undertake stakeholder analysis. Identify:• Who are the stakeholders?

• Internal/external

• Their interest

• Their power

• Tensions

• What role should they have?

• Are representative groups available?

Set up a Communication Plan and update throughout project

Outline Communication Plan

Objectives of the project

Information to be gathered• From whom? When?

Information to be communicated• e.g. aims, timescales, confidentiality, progress: To whom? When?

Communication approach• Current channels and their availability• Other channels e.g. interviews, workshops, newsletters• Tone e.g. informative, friendly, apologetic• How to acknowledge and thank for contributions

Management• Who signs off – the plan, the communications?• Roles and responsibilities• Minimum responses – how/if chase data - project plan

Step 2 – Agree data sets

1. Initiate communications

2. Agree data sets

3. Identify existing data

4. Identify new data sources

5. Collect data

6. Analyse and present data

Comm

unications

and

Project Managem

ent

(ongoing)

7. Lessons learnt

Step 2 – Agree data sets

Identify data to be collected based on:

• Agreed aims

• Impact on provider

• Needs of decision makers – credible, accurate, relevant, balanced

• Availability of data

• Resources / time available for collection

• Resources / time available for analysis (quantity v quality)

• Cost vs benefits

• Possibility of benchmarking with existing data

Step 2 - Agree data sets

Examples of service-related data sets

• Provider organisations and contact details• Target group, access criteria• Impact of services provided on outcomes• Location of target group e.g. postcodes• Details of service provision, hours available• Tools / systems used• Purpose• Funders• Capacity and actual no of participants• Trends in participant numbers• Unmet needs/waiting lists/waiting times• Contracts and break clauses• Subcontractors

Step 2 – Agree data sets

Examples of resource-related data sets

• Financial - funding streams, break down of spend/budget

• Human – numbers, location, availability, skills/qualifications, internal/external to the Children’s Trust

• Assets – location (postcodes), availability, ownership, value, condition and standards (e.g. DDA, You’re Welcome), lease length

Step 2 – Agree data sets Check data sets – what do we need to know?

• Seek broad range of perspectives e.g.

• Social workers

• Carers

• Parents

• Specialists

• Data analysts

• Finance

Avoid unnecessary data• Balance what we need to know, with what we need to know now

• Data usually has a limited shelf-life

• Pilot the data sets• Ensure descriptions are unambiguous (e.g. should VAT be included?)

Step 3 – Identify existing data

1. Initiate communications

2. Agree data sets

3. Identify existing data

4. Identify new data sources

5. Collect data

6. Analyse and present data

Comm

unications

and

Project Managem

ent

(ongoing)

7. Lessons learnt

Step 3 – Identify existing data

Identify internal/easily accessible existing data e.g.

• Grant allocations• Staff hours• Internal spend• Complaints• User surveys• Inspection ratings, audit reports• Quality schemes• Satisfaction questionnaires

Step 3 – Identify existing data

Procurement / finance departments e.g.

• Budget analysis – now and projections

• External providers:

• Contract registers

• Contracts, Service Level Agreements

• Spend analysis (i.e. external spend)

Step 3 – Identify existing data

Challenge existing data. Is it:

• Relevant to what you want to achieve?

• Current?

• Using the same definitions?

• Accurate?

Tool: LAC 1810070005

LAC 1810070005 Provides details of all grants from DCSF to Local Authorities for Children’s and Young People’s Services

http://www.dcsf.gov.uk/everychildmatters/news-and-communications/local-authority-circulars-2008-2011/lac1810070005/

Tool: Spend analysis

Detailed analysis of Trust/corporate/directorate spend

Download cleanse, categorise, interrogate, present

Allows identification of:• Overall spend on Children’s Services

• Key spend areas

• Number of providers

• Which have contracts?

• Delivering same services?

• Charging different rates to different units?

• Key providers

• Management strategy to fit supplier

Operational Efficiency Review 2009

Public sector must maintain detailed and consistent information on spend

Public sector should be able to categorise their procurement spend to an appropriate level of detail

 http://www.hm-treasury.gov.uk/vfm_operational_efficiency.htm

Step 4 – Identify new data sources

1. Initiate communications

2. Agree data sets

3. Identify existing data

4. Identify new data sources

5. Collect data

6. Analyse and present data

Comm

unications

and

Project Managem

ent

(ongoing)

7. Lessons learnt

Step 4 – Identify new data sources

Likely sources:

• Providers

• Internal, grant funded, procured externally etc

• Users

• Perhaps through key representatives

• Internal staff knowledge

Identify other sources:

• Advertising – website / newsletter / local paper

Step 5 – Collect data

1. Initiate communications

2. Agree data sets

3. Identify existing data

4. Identify new data sources

5. Collect data

6. Analyse and present data

Comm

unications

and

Project Managem

ent

(ongoing)

7. Lessons learnt

Step 5 – Collect data

Identify method based on e.g.

• Number/location of users/providers

• Vulnerability/ability of user

• Type of provider (level of control)

• Level of detail and complexity required

• Sensitivity

Step 5 – Collect data

Examples of methods

• Telephone survey

• Workshop

• Individual meeting

• Questionnaire – paper/on-line e.g. Key Survey or other on-line providers

• Work record sheets – diary sheets

• Track sample user journeys through system

• Mixture

Step 6 – Analyse and present data

1. Initiate communications

2. Agree data sets

3. Identify existing data

4. Identify new data sources

5. Collect data

6. Analyse and present data

Comm

unications

and

Project Managem

ent

(ongoing)

7. Lessons learnt

Step 6 – Analyse and present data

Validate and cleanse data• Sense check

• Double check with others e.g. users, frontline staff

• Triangulate if possible – 3 pieces of evidence

Identify the meaning, not just the statistic• Analyse against e.g.

• Outcomes you are trying to achieve

• Current/future demand

• Geographical area, gender, race age

• Best practice

• Statutory requirements

• Others’ performance

Step 6 – Analyse and present data

Identify e.g.• Good/exceptional performance• Gaps• Wastage• Risks• Overlaps• Anomalies

Presentation• Use mixed presentational tools• Choose appropriate level of detail for audience• How can you help audiences interpret the findings e.g. GIS?• How can findings inform decision makers, staff, service providers?

Step 6 – Analyse and present data

Take care:

• Identify and manage sensitivities e.g.

• Data may expose individual children

• Findings may reveal poor management / provider

• Political agendas

• Senior management may be bounced into addressing gaps

• Ensure senior lead identified at outset

Tool: Geographical Information Systems

GIS link data to geography through use of maps

Powerful visual representation

Aids analysis and decision making

Use alongside charts, graphs

Tool: National GIS mapping

The national Child and Maternal Health Observatory (ChiMat) provides information and intelligence to improve decision-making for high quality, cost effective services. This is partly through the use of GIS.

http://www.apho.org.uk/default.aspx?QN=CHIMAT_HOME

The next step

Step 7 – Lessons learnt

1. Initiate communications

2. Agree data sets

3. Identify existing data

4. Identify new data sources

5. Collect data

6. Analyse and present data

Comm

unications

and

Project Managem

ent

(ongoing)

7. Lessons learnt

Step 7 – Lessons learnt

Aim to:

• Streamline mapping exercises

• Improve data management across partners• Speeds future decision making• Allows Trust to be flexible and agile

Step 7 – Lessons learnt

Use lessons learnt to:

• Make case for data management strategy for Trust• Standardise data sets• Standardise accounting codes• Integrate databases where possible• Making info available across all partners e.g. on-line systems

• Identify data to be collected on ongoing basis• Make part of someone’s job description• Include in contracts, SLAs, grant conditions• Stop collecting if not needed

Discussion