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Achieving Family Economic Success with the People We Serve Using
Results Based Accountability
United Way of Greater New HavenAnnie E. Casey Foundation
February 16, 2010
2
Results for Today
1. Can apply the fundamentals of Results Based Accountability (RBA)
2. Know the different types of and how to use performance measures in performance accountability
3. Are equipped to make applications to the United Way of Greater New Haven and the Casey Foundation
3
Various Outcome Models
Balanced ScorecardOur Own Hybrid
Scales and Ladders
Logic Model Results Mapping
Outcome Funding Framework
4
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
5
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).
Results Based Accountability
6
Crosswalk RBA and Logic Frameworks
Feature Logic RBA
Program centric with depiction of expectations (processes) based on assumptions & “ifs & thens”
Uses Factor analysis based on
trend line data
Results centric with course of action to improve results
Population & program focus Program Both
Data to inform decision making – trend line
Shared accountability
Involvement of partners
Defined terms
7
1. Has consistent terms to use.
2. Uses a simple, step-by-step way to take action to make it bettertake action to make it better for populations of children, individuals or families.
3. Brings people together on what they they care aboutcare about – conditions of well-being.
4. Provides a common frameworkcommon framework for human services, government, funders and communities to work together.
5. Has a dual focus – population & program level change
Common Common LanguageLanguage
Common Common SenseSense
Common Common GroundGround
Why RBA Practice
8
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
9
RBA Practice - Language ConsistencyTo avoid - many terms, few definitions, & interchanging
Benchmark
Target
Indicator Goal
Result
Objective
Outcome
Measure
Modifiers Measurable Core Urgent Qualitative Priority Programmatic Targeted Performance Incremental Strategic Systemic
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Two Profoundly Different Accountabilities
Performance Populations For Customers Whole in a place or geographic
area
In Jobs Agency All Families in the City
11
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
12
PopulationPopulation
AccountabilityAccountability
Whole PopulationWhole Population
++
Desired ResultDesired Result
++
PlacePlace
=
Population Accountability
13
PopulationPopulation
AccountabilityAccountability
Whole PopulationWhole Population
FamiliesFamilies
++
Desired ResultDesired Result
Have Economic StabilityHave Economic Stability
++
Place Place New HavenNew Haven
=
Population Accountability
14
Whole Populations in a Place
EX Children in Low Income Families in New Haven
ResultQuality of Life Change
EX: Children & families achieve financial stability
Indicator Trend LineQuantifies 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 PopulationRe-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
POPULATIONR
BA
PERFORMANCE
15
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?
16
Shifting from Population
Accountability to
Performance Accountability
17
Performance
Accountability
CustomersCustomersRecently released OffendersRecently released Offenders
++
ProgramProgram
Shea ServicesShea Services
++
Difference MadeDifference Made# retaining jobs for 6 months# retaining jobs for 6 months
==
Performance Accountability
18
An approach to help us better see the link between our work and our performance
and the results achieved for the people we serve in our programs.
Performance Accountability Is . . .
19
Performance Measures
A Closer Look
20
1. How much did we do? (QuantityQuantity)
2. How well did we do it? (QualityQuality)
3. Who is better off? (ImpactImpact)
Performance Measures AnswerThree Questions
21
1.1. How many did we serve? (Customers)
# of individuals served through jobs pipeline
# of agencies did we refer to?
2.2. How many activities did we provide?
# of training sessions held
# of events held in the neighborhood
How much did we do?
22
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)
How well did we do?
23
What Difference Made – Better Off
1. Behaviors (#/% of participants who report to work on time)
2. Attitudes (Opinions)
(#/% of participants who value seeking a degree)
3. Circumstances (#/% of participants who have a job at program completion)
4. Knowledge/ Skills (#/% of individuals who have job increased skills) BACKS
24
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
25
How MuchHow Much How WellHow Well
Better OffBetter Off
How Performance Measures Fit Together
26
What difference did we make?
Performance Measures Start with
Effort
Effect
How hard did we try?
27
How much did we
do?
( # )
How well did we do
it?
( % )
Quantity Quality
Performance Measures Look at Both
28
Eff ort
HowMuch
We Did
HowWell
Here is the Fit of Performance Measures
Eff ect
29
How much service did we deliver?
#
How welldid we
deliver it?
%
How much change / effect
did we produce?
#
What quality of change / effect
did we produce?
%
Quantity Quality
Eff
ect
Eff
ort
Better OffBetter Off
The Fit In Detail
30
# of youth participating
in a jobs skills class
% of youth satisfied with the program
Quantity Quality
Eff
ect
E
ffo
rt
Is anyone better off?
# of youth who have a
job
% of youth who have a
job
Job Skills Class
31
Performance Measures Tips
32
Performance Measures Are NOT Equal
How well did we do it?How much did we do?
LeastImportant
2nd Most Important
3rd Most Important
MOSTImportant
Is Anyone Better Off?
33
100 job applicants in the program
Numbers Tell Only Part of the Story
40% of applicants complete course
11 22
33 44
%50 applicants employed
Numbers tell you the exact “number” of participants who were better off. (Q#3)
Percentages tell the degree of success of the program/organization. (Q#4)
#50% of applicants employed
# %
34
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
35
Performance Measures: How Many
Priority Measures – Most Important
Secondary Measures
Data Development Work to Do
2 or 3 or 4 “Headline” Measures
Others that you may want to track . . .
Need to gather data to measure what you don’t have
Data that needs repair (definition, quality, timely)
36
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?
37
What/How much did we do?
#
Performance MeasuresPerformance Measures
How welldid we do it?
%
Quantity Quality
Effe
ct
Effo
rt
11 22
33 44
# %
Better Off
38
What Are The Steps To
Improve Our Performance?
39
1. Who are our customers? For which program?
2. How do we measure if we are making a difference? (customers are better off)
3. How do we measure if we deliver our services well? (quality measures)
4. 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 ?
5. Which partners are needed to change the trend line?
6. What actions are powerful enough to address the factors? What works based on evidence, practice or experience?
7. What actions are we going to take as a group?
7 Performance Accountability Questions
40
People participating in the program or the activities to implement a strategy
children parents
1. Who are our customers?
Which program?
41
B = Behaviors Change
A = Attitudes/Opinions Shift
C = Circumstances are Better
K = Knowledge Increased
S = Skills Increased
“BACKS”
2. How do we measure if we are making a difference?
Ways people are “Better off”
42
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”
3. How can we measure if we deliver our services well?
Quality Measures
43
Current
History Forecast
Factors increasing trend
Factors decreasing trend
4. What is the data telling us about how are we doing on the performance measures?
What is the story?
Trend Line
? Better
? Same
? Worse
44
26542235
27772771
- 2006 - - 2007 - - 2008 - 2009
Shea Community Workforce Partner Number of Training Program Graduates with Jobs
45
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?
5. Who are the partners?
46
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?
6. What actions are powerful enough to address the priority factors to improve the trend line?
47
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?
7. What actions are we going to take?
48
Results
Indicators
Strategies
Performance Performance Measures forMeasures for Customers
Perfo
rman
ceThe Intersection of
Population & Performance AccountabilityP
op
ula
tio
n
49
The Contribution of Program Measures to Population Change
A Training Class
One Employment
Partner
New Haven Partners
Indicator: % of families employed
Result: New Haven families achieve financial stability and security.
Program Measure: # of re-entry residents employed
50
Taking Action to Improve the Trend Line
1. Identify your Performance Measure
2. Draw your trend line
3. List the factors that increase and
decrease the trend line
1. Use the priority factors to identify what actions to take to improve the trend line
2. Report out the actions to take
51
Group Report
Trend Line
Measure
Factors affecting the trend line --------------------------- ---------------------------
Partners --------------------------- ---------------------------
Three Actions – To Take --------------------------- --------------------------- ---------- No-cost / low-cost