Results Accountability The Fiscal Policy Studies Institute Santa Fe, New Mexico Websites raguide.org...

ResultsAccountability

The Fiscal Policy Studies InstituteSanta Fe, New Mexico

Websitesraguide.org

resultsaccountability.com

Book - DVD Ordersamazon.com

resultsleadership.org

SIMPLE

COMMON SENSE

PLAIN LANGUAGE

MINIMUM PAPER

USEFUL

Results Accountabilityis made up of two parts:

Performance Accountabilityabout the well-being of

CLIENT POPULATIONSFor Programs – Agencies – and Service Systems

Population Accountabilityabout the well-being of

WHOLE POPULATIONSFor Communities – Cities – Counties – States - Nations

Results Accountability

COMMON LANGUAGE

COMMON SENSE

COMMON GROUND

THE LANGUAGE TRAPToo many terms. Too few definitions. Too little discipline

Benchmark

Target

Indicator Goal

Result

Objective

Outcome

Measure

Modifiers Measurable Core Urgent Qualitative Priority Programmatic Targeted Performance Incremental Strategic Systemic

Lewis Carroll Center for Language DisordersMeasurable urgent systemic indicatorsCore qualitative strategic objectivesYour made up jargon here

DEFINITIONS

Children born healthy, Children ready for school, Safe communities, Clean Environment, Prosperous Economy

Rate of low-birthweight babies, Percent ready at K entry, crime rate, air quality index, unemployment rate

1. How much did we do? 2. How well did we do it?

3. Is anyone better off?

RESULT or OUTCOME

INDICATOR or BENCHMARK

PERFORMANCE MEASURE

A condition of well-being for children, adults, families or communities.

A measure which helps quantify the achievement of a result.

A measure of how well a program, agency or service system is working. Three types:

= Customer Results

Popu

latio

nPe

rfor

man

ce

Children born healthy

Rate of low-birthweight babies Percent ready at K entry

Children ready for school

crime rate

Safe communities

air quality index

Clean Environment

unemployment rate

Prosperous Economy

From Ends to Means

ENDS

MEANS

From Talk to ActionPo

pula

tion

Perf

orm

ance

RESULT or OUTCOME

INDICATOR or BENCHMARK

PERFORMANCEMEASURE

Customer result = EndsService delivery = Means

From Talk to Action

1. Safe Community

2. Crime Rate

3. Average Police Dept response time

4. An educated workforce

5. Adult literacy rate

6. People have living wage jobs and income

7. % of people with living wage jobs and income

8. % of participants in job training who get living wage jobs

IS IT A RESULT, INDICATOR OR PERFORMANCE MEASURE?

RESULT

INDICATOR

PERF. MEASURE

RESULT

INDICATOR

RESULT

INDICATOR

PERF. MEASURE

Results – Indicators – Performance Measures in

Amharic, Cambodian, Laotian, Somali, Spanish, Tigrigna, Vietnamese

Translation Guide/Rosetta StoneNot the Language Police

Ideas

1. A condition of well-being for children, adults, families & communities

2.

3.

etc.

Group 1 Group 2 Group 3 etc.

RESULT OUTCOME GOAL

TRANSLATION

Back to the Idea

POPULATIONACCOUNTABILITY

Fiscal Policy Studies InstituteSanta Fe, New Mexicowww.resultsaccountability.comwww.raguide.org

For Whole Populationsin a Geographic Area

Community Outcomesfor Christchurch, NZ

1. A Safe City

2. A City of Inclusive and Diverse Communities

3. A City of People who Value and Protect the Natural Environment

4. A Well-Governed City

5. A Prosperous City

6. A Healthy City

7. A City for Recreation, Fun and Creativity

8. City of Lifelong Learning

9. An Attractive and Well-Designed City

Results forChildren, Families and Communities

A Working List● Healthy Births

● Healthy Children and Adults

● Children Ready for School

● Children Succeeding in School

● Young People Staying Out of Trouble

● Stable Families

● Families with Adequate Income

● Safe and Supportive Communities

Every Child Matters – Children Act

Outcomes for Children and Young People

Being Healthy: enjoying good physical and mental health and living a healthy lifestyle.

Staying Safe: being protected from harm and neglect and growing up able to look after themselves.

Enjoying and Achieving: getting the most out of life and developing broad skills for adulthood.

Making a Positive Contribution: to the community and to society and not engaging in anti-social or offending behaviour.

Economic Well-being: overcoming socio-economic disadvantages to achieve their full potential in life.

Georgia Policy Councilfor Children and Families

RESULTS

● Healthy Children

● Children Ready for School

● Children Succeeding in School

● Strong Families

● Self Sufficient Families

Georgia

Lehigh Valley, PADayton, OH

Santa Cruz, CA

REPO

RT C

ARDS

New Zealand KruidenbuurtTilburg, Netherlands

Portsmouth, UK

Country Neighborhood

City

Placer County, California

OUTCOMES for CHILDREN

SAFE

HEALTHY

AT HOME

IN SCHOOL

OUT OF TROUBLE

MEANS not ENDS

1. COLLABORATION

2. SYSTEMS REFORM

3. SERVICE INTEGRATION

4. DEVOLUTION

5. FUNDING POOLS

To Improving Results In Themselves

IO

Leaking Roof(Results thinking in everyday life)

Experience:

Measure:

Story behind the baseline (causes):

Partners:

What Works:

Action Plan:

Inches of Water

? Fixed

Not OK

Turning the Curve

Criteria for

Choosing Indicatorsas Primary vs. Secondary Measures

Communication Power

Proxy Power

Data Power

Does the indicator communicate to a broad range of audiences?

Does the indicator say something of central importance about the result?

Does the indicator bring along the data HERD?

Quality data available on a timely basis.

Choosing IndicatorsWorksheet

Outcome or Result_______________________

Candidate IndicatorsCommunication

PowerProxyPower

DataPower

H M L

H

Measure 1

Measure 2

Measure 3

Measure 4

Measure 5

Measure 6

Measure 7

Measure 8

HData

Development

Agenda

Safe Community

H M L H M L

H H

H L

Three Part Indicator List for each Result

Part 1: Primary Indicators

Part 2: Secondary Indicators

Part 3: Data Development Agenda

● 3 to 5 “Headline” Indicators● What this result “means” to the community● Meets the Public Square Test

● Everything else that’s any good (Nothing is wasted.)● Used later in the Story behind the Curve

● New data● Data in need of repair (quality,timeliness etc.)

The Matter of Baselines

Baselines have two parts: history and forecast

H

M

L

History Forecast

Turning the CurvePoint to Point

OK?

The Cost of Bad Results

Invest in prevention to reduce or avoid out-year costs.

The costs of remediating problems after they occur

InvestmentTrackCost

$300 billion

Revenue

Convergenceof Cost & Revenue

2008

The Business Case for Investment in Prevention

United States 1970 to 2010`

Rebound

6.00%

8.00%

10.00%

12.00%

14.00%

16.00%

18.00%

20.00%

Ncle 14.5 14.5 16.8 14.5 17 15 11.9 10.6 9.5 9.3

1998 1999 2000 2001 2002 2003 2004 2005 2006 2007

Source: Connexions Tyne and Wear, UK

Newcastle, UK

Revised 9 Nov 2007

NEET: Not in Education, Employment or Training

- Rosell

“If I include you,you will be my partner.

If I exclude you,you will be my judge.”

Performance Accountability

For Programs, Agencies and Service Systems


Results Accountabilityis made up of two parts:

Performance Accountabilityabout the well-being of

CLIENT POPULATIONSFor Programs – Agencies – and Service Systems

Population Accountabilityabout the well-being of

WHOLE POPULATIONSFor Communities – Cities – Counties – States - Nations

“All performance measures

that have ever existed

for any program

in the history of the universe

involve answering two sets of

interlocking questions.”

HowMuchdid we do?

( # )

HowWell

did we do it?

( % )

Quantity Quality

Performance Measures

EffortHow hard did we try?

EffectIs anyone better off?


Effort

Effect

HowMuch

HowWell


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

Effe

ct

Effo

rt

O

utpu

t

In

put

How much did we do?

Education

How well did we do it?

Is anyone better off?

Quantity Quality

Effe

ct

E

ffort Number of

studentsStudent-teacher

ratio

Number ofhigh schoolgraduates

Percent ofhigh schoolgraduates

How much did we do?

Education



Quantity Quality

Effe

ct

E

ffort Number of

studentsStudent-teacher

ratio

Percent of 9th graders who

graduate on timeand enter college or

employment after graduation

Number of 9th graders who

graduate on timeand enter college or

employment after graduation

How much did we do?

Pediatric Practice



Number ofpatientstreated

Percent ofpatients treated

in less than1 hour

Quantity Quality

Effe

ct

E

ffort

#children

fullyimmunized

(in the practice)

%children

fullyimmunized

(in the practice)

How much did we do?

Drug/Alcohol Treatment Program



Number ofpersonstreated

Percent ofstaff withtraining/

certification

Number of clientsoff of alcohol & drugs - at exit - 12 months after exit

Percent of clientsoff of alcohol & drugs - at exit - 12 months after exit

Quantity Quality

Effe

ct

E

ffort

How much did we do?

Fire Department



Number ofresponses

ResponseTime

Quantity Quality

Effe

ct

E

ffort

# of fireskept to

room of origin

% of fireskept to

room of origin

How much did we do?

General Motors



# of production hrs

# tons of steel

Employees pervehicle

produced

# of cars sold

$ Amount of Profit

$ Car value after 2 years

Quantity Quality

Effe

ct

E

ffort

Source: USA Today 9/28/98

% Market share

Profit per share

% Car value after 2 years

How much did we do?

Not All Performance Measures Are Created Equal



LeastImportant

Quantity Quality

Effe

ct

E

ffort

MostImportant

Least

Most

AlsoVery Important

RBA Categories Account for All Performance Measures(in the history of the universe)

Quantity Quality

Efficiency, Admin overhead, Unit costStaffing ratios, Staff turnoverStaff morale, Access, Waiting time, Waiting lists, Worker safety

Customer Satisfaction(quality service delivery& customer benefit)

Cost / Benefit ratioReturn on investment

Client results or client outcomes

EffectivenessValue addedProductivity

Benefit value

Product Output Impact

Process Input

Effe

ctEf

fort

Cost

TQM

Effectiveness

Efficiency

Quantity Quality






Benefit value

Process Input

Effe

ctEf

fort

Cost

TQM



Quantity Quality






Benefit value

Process Input

Effe

ctEf

fort

Cost

TQM

1. Did we treat you well?

2. Did we help you with your problems?

*



* World’s simplest completecustomer satisfaction survey

Not All Performance Measures Are Created Equal

Quantity Quality






Benefit value

Process Input

Effe

ctEf

fort

Cost

TQM


How much did we do?

The Matter of Control



Quantity Quality

Effe

ct

E

ffort

LeastControl

PARTNERSHIPS

MostControl

The Matter of Use

1. The first purpose of performance measurement is to improve performance.

2. Avoid the performance measurement equals punishment trap.

● Create a healthy organizational environment.

● Start small.

● Build bottom-up and top-down simultaneously.

1. To Ourselves Can we do better than our own history?

2. To Others When it is a fair apples/apples comparison.

3. To Standards When we know what good performance is.

Comparing Performance




1. To Ourselves First

Can we do better than our own history?

Using a BaselineCHART ON THE

WALL


1. To Ourselves First Can we do better than our own history?


Reward?

Punish?


1. To Ourselves First Can we do better than our own history?




The Matter of Standards

Quantity

Effe

ctEf

fort

1. Quality of Effort Standards aresometimes WELL ESTABLISHED

● Child care staffing ratios● Application processing time● Handicap accessibility● Child abuse response time

2. Quality of Effect Standards arealmost always EXPERIMENTAL

● Hospital recovery rates ● Employment placement and retention rates● Recidivism rates

3. Both require aLEVEL PLAYING FIELD and an ESTABLISHED RECORDof what good performance is.

BUT

AND

Advanced Baseline Display

Your Baseline

Comparison Baseline

Goal (line)Target or Standard

Instead:Count anything better than baseline as progress.

Avoid publicly declaringtargets by year if possible.

●

Create targets only when they are:

FAIR & USEFUL

How much did we do?

Program Performance Measures

How welldid we do it?

Is anyonebetter off?

Quantity Quality

Effe

ct

Effo

rt

# %

Lay

Definition

All Data have two Incarnations

Technical

Definition

HS Graduation Rate % enrolled June 1 who graduate June 15

% enrolled Sept 30 who graduate June 15

% enrolled 9th grade who graduate in 12th grade

How much did we do?

Separating the Wheat from the ChaffTypes of Measures Found in Each Quadrant



# Clients/customers served

# Activities (by type of activity)

% Common measurese.g. client staff ratio, workload ratio, staffturnover rate, staff morale, % staff fully trained, % clients seen in their own language,worker safety, unit cost

% Skills / Knowledge (e.g. parenting skills)

#

% Attitude / Opinion (e.g. toward drugs)

#

% Behavior (e.g.school attendance)

#

% Circumstance (e.g. working, in stable housing)

#

% Activity-specific measures

e.g. % timely, % clients completing activity, % correct and complete, % meeting standard

Point in Time vs. Point to Point

Improvement

How much did we do?

Choosing Headline Measures and the Data Development Agenda



Quantity Quality

E

ffect

Effo

rt

# Measure 1 ----------------------------

# Measure 2 ----------------------------

# Measure 3 ----------------------------

# Measure 4 ----------------------------

# Measure 5 ----------------------------

# Measure 6 ----------------------------

# Measure 7 ----------------------------

#1 Headline

#2 Headline

#3 Headline

#1 DDA

#2 DDA

#3 DDA% Measure 8 ----------------------------

% Measure 9 -----------------------------

% Measure 10 ---------------------------

% Measure 11 ---------------------------

% Measure 12 ---------------------------

% Measure 13 ---------------------------

% Measure 14 ---------------------------

# Measure 15 ----------------------------

# Measure 16 ----------------------------

# Measure 17 ----------------------------

# Measure 18 ----------------------------

# Measure 19 ----------------------------

# Measure 20 ----------------------------

# Measure 21 ----------------------------

% Measure 15 ----------------------------

% Measure 16 ----------------------------

% Measure 17 ----------------------------

% Measure 18 ----------------------------

% Measure 19 ----------------------------

% Measure 20 ----------------------------

% Measure 21 ----------------------------

Select 3 to 5 Performance Measuresat each level of the organization

3 - 5 3 - 5 3 - 5

3 - 5 3 - 5 3 - 5

3 - 5

Pick the 3 – 5 most important of the 9 – 15 measures or create composites.

“Get over it!”Be disciplined about what’s most important. Don’t get distracted.

?

. .

LR

UR

How Population

&Performance Accountability

FIT TOGETHER

Contributionrelationship

Alignmentof measures

Appropriateresponsibility

THE LINKAGE Between POPULATION and PERFORMANCE

POPULATION ACCOUNTABILITY

Healthy Births Rate of low birth-weight babiesStable Families Rate of child abuse and neglectChildren Succeeding in School Percent graduating from high school on time

CUSTOMERRESULTS

# ofinvestigations

completed

% completedwithin 24 hrs

of report

# repeatAbuse/Neglect

% repeatAbuse/Neglect

PERFORMANCE ACCOUNTABILITYChild Welfare Program

POPULATIONRESULTS

Child Welfare Program

Contributionrelationship

Alignmentof measures

Appropriateresponsibility

THE LINKAGE Between POPULATION and PERFORMANCE

POPULATION ACCOUNTABILITY

Healthy Births Rate of low birth-weight babiesChildren Ready for School Percent fully ready per K-entry assessmentSelf-sufficient Families Percent of parents earning a living wage

CUSTOMERRESULTS

# personsreceivingtraining

Unit costper person

trained

# who getliving wage jobs

% who getliving wage jobs

PERFORMANCE ACCOUNTABILITY

POPULATIONRESULTS

Job Training Program

Every timeyou make a

presentation,

use atwo-part

approach

Result: to which you contribute to most directly.

Indicators:

Story:

Partners:

What would it take?:

Your Role: as part of a larger strategy.

Population Accountability

Program:Performance measures:

Story:

Partners:

Action plan to get better:


Your Role

Every timeyou make a

presentation,

use atwo-partformat

Result: to which you contribute to most directly.

Indicators:

Story:

Partners:

What would it take?:

Your Role: within the larger strategy.

Population Accountability

Program:Performance measures:

Story:

Partners:

Action plan to get better:


Your Role

Division #1

Program #1

Population Results

1. Population2. Results (Outcomes, Goals)3. Indicators (Benchmarks) Data Development Agenda Report Card4. Baseline5. Story behind the baseline Cost of Bad Results Research Agenda Part 1

6. Partners 7. What works Research Agenda Part 2

8. Action Plan (strategy)9. Funding Plan (budget)

Program Performance

1. Customers (Clients)2. Performance measures Customer results Quality of Effort Quantity of Effort Data Development Agenda3. Baseline4. Story behind the baseline Research Agenda Part 1

5. Partners6. What works Agency/program actions Partner's actions Research Agenda Part 2

7. Action Plan (strategy)8. Funding Plan

Framework:

__________

Framework Crosswalk Analysis

(For Population Well-being, Across Communities, Across Systems)

(For Programs, Agencies and Service Systems)

Example

Input

Activity

Output

Outcome

Goal

Logic Model

Board of Directors MeetingAGENDA

1. New data

2. New story behind the curves

3. New partners

4. New information on what works.

5. New information on financing

6. Changes to action plan and budget

7. Adjourn

1. New data

2. New story behind the curves

3. New partners

4. New information on what works.

5. New information on financing

6. Changes to action plan and budget

7. Adjourn

Different Kinds of Progress

1. Data

a. Population indicators Actual turned curves: movement for the better away from the baseline.

b. Program performance measures: customer progress and better service: How much did we do?

How well did we do it? Is anyone better off?

2. Accomplishments: Positive activities, not included above.

3. Stories behind the statistics that show how individuals are better off.

What’s Next?A Basic Action Plan for Results Accountability

TRACK 1: POPULATION ACCOUNTABILITY

● Establish results● Establish indicators, baselines and charts on the wall● Create an indicators report card● Set tables (action groups) to turn curves

TRACK 2: PERFORMANCE ACCOUNTABILITY

● Performance measures, and charts on the wall for programs, agencies and service systems● Use 7 Questions supervisor by supervisor and program by program in management, budgeting and strategic planning

IN CLOSING

“If you do what you always did,

you will get what you always got.”

Kenneth W. JenkinsPresident, Yonkers NY NAACP

THANK YOU !

WEBSITES:

www.raguide.orgwww.resultsaccountability.com

BOOK ORDERS: www.trafford.comwww.amazon.com

EXERCISES


Turn the Curve Exercise: Population Well-being

5 min: Starting Points - timekeeper and reporter - geographic area - two hats (yours plus partner’s)

10 min: Baseline - pick a result and a curve to turn - forecast – OK or not OK?

15 min: Story behind the baseline - causes/forces at work - information & research agenda part 1 - causes

15 min: What works? (What would it take?) - what could work to do better? - each partners contribution - no-cost / low-cost ideas - information & research agenda part 2 – what works

10 min: Report convert notes to one page

Two pointers to action

ONE PAGE Turn the Curve Report: Population

Result: _______________Indicator

(Lay Definition)IndicatorBaseline

Story behind the baseline --------------------------- --------------------------- (List as many as needed)

Partners --------------------------- --------------------------- (List as many as needed)

Three Best Ideas – What Works 1. --------------------------- 2. --------------------------- 3. ---------No-cost / low-cost

SharpEdges

4. --------- Off the Wall


The first step in performance accountability is to

DRAW A FENCEAround something that has

ORGANIZATIONAL OR FUNCTIONAL IDENTITY

The Whole Organization

Division ADivision B

Unit

Division C

FunctionUnit

1

● # of people served

● % participants who got jobs

● staff turnover rate

● # participants who got jobs

● % of children reading at grade level

● cost per unit of service

● # applications processed

● % patients who fully recover

What Kind of PERFORMANCE MEASURE?

Upper Left

Lower Right

Upper Right

Lower Left

Lower Right

Upper Right

Upper Left

Lower Right

Turn the Curve Exercise: Program Performance

5 min: Starting Points - timekeeper and reporter - identify a program to work on - two hats (yours plus partner’s)

10 min: Performance measure baseline - choose 1 measure to work on – from the lower right quadrant - forecast – OK or not OK?

15 min: Story behind the baseline - causes/forces at work - information & research agenda part 1 - causes

15 min: What works? (What would it take?) - what could work to do better? - each partners contribution - no-cost / low-cost ideas - information & research agenda part 2 – what works

10 min: Report Convert notes to one page

Two pointers to action

Program: _______________Performance Measure

(Lay definition)PerformanceMeasureBaseline

Story behind the baseline --------------------------- --------------------------- (List as many as needed)

Partners --------------------------- --------------------------- (List as many as needed)

Three Best Ideas – What Works 1. --------------------------- 2. --------------------------- 3. ---------No-cost / low-cost

ONE PAGE Turn the Curve Report: Performance

SharpEdges



Results Accountability The Fiscal Policy Studies Institute Santa Fe, New Mexico Websites raguide.org...

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