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The Fiscal Policy Studies Institutewww.raguide.org www.resultsaccountability.com
Book - DVD Ordersamazon.com
resultsleadership.org
Results-Based Accountability™ RBA
TRAINING FOR TRAINERS AND COACHES
DAY 1
RBA/OBA
Ends vs. MeansExercise
The Fiscal Policy Studies Institute
Santa Fe, New Mexico
Websitesraguide.org
resultsaccountability.com
Book - DVD Ordersamazon.com
resultsleadership.org
INSTRUCTIONSOn a blank sheet of paper
Ends vs. Means Exercise
Step 2. Draw a line from the upper left point to the lower right point.
Step 3. Draw a line from the upper right point to the lower left point.
Step 4. Draw a horizontal line connecting the bottom two points.
Step 5. Mark another point approximately 1 inch below the middle of the horizontal line.Step 6. Connect the upper left point to this new point
Step 7. Connect the upper right point to this new point.
Like this.
Step 1. Draw 4 points that represent the 4 corners of a box or square, about two inches on a side.
What do you have?
A Star !!!
Question If I asked you to draw a star would you
need the step-by-step instructions?
Of course not !
So what’s the point?
And Start Seeing Stars !
Give people the ends and let them figure out
the means.
Bonus QuestionHow many stars were on
the previous page?
28How many guessed between 26 and 30?
RBA / OBAis about starting with ends
and working backward to means.
And the closing point….
So, for example,
Ask people to turn the curve on CHILD ABUSE RATES…..
Ask people to turn the curve on SCHOOL ATTENDANCE RATES…
Ask people to turn the curve on RATES OF AIR OR WATER POLLUTION….
AND LET THEM FIGURE OUT “HOW.”
THANKS !
’s
1. Why is this work important?
2. Population vs. Performance Accountability and Common Language
3. Population Accountability
4a. Performance Accountability
4b. Putting Population andPerformance Accountabilitytogether
Creating a Results Accountability Presentation
Simple, Common Sense, Plain Language, Minimum Paper, Useful (2a)
Pop vs. Perf Accountability (2b)Language Trap (3b)Definitions (4a)
Example of Results (7-9)(Leaking Roof (10)Results Acct. Talk to Action (11)One turn the curve story (15-16)
4 Quadrants – types of perf measures (27)
Perf. Acct. Talk to Action 7 Questions (28)
Relationship between Pop and Perf. Acct (30b). Every time you make a presentation (31b)
Training for Trainers and Coaches
TRAINING FOR TRAINERS AND COACHES
TEACHING ROUND 1
WHY ARE WE HERE?WHY ARE YOU HERE?
WHY IS THIS WORK IMPORTANT?
ORWhat is the dissatisfaction driving people to consider new ways of working?
Why do you believe in this work enough to want to teach it to others?
TELL A STORYPages 2b, 32b
SIMPLE
COMMON SENSE
PLAIN LANGUAGE
MINIMUM PAPER
USEFUL
3 - kinds of performance measures. How much did we do? How well did we do it? Is anyone better off?
RBA in a Nutshell2 – 3 - 7
2 - kinds of accountability Population accountability Performance accountability
7 - questions from ends to means in less than an hour.
plus language discipline Results & Indicators Performance measures
Baselines & Turning the Curve
TRAINING FOR TRAINERS AND COACHES
TEACHING ROUND 1
WHY ARE WE HERE?WHY ARE YOU HERE?
WHY IS THIS WORK IMPORTANT?
ORWhat is the dissatisfaction driving people to consider new ways of working?
Why do you believe in this work enough to want to teach it to others?
TELL A STORY
Fiscal Policy Studies Institute
Santa Fe, New Mexicowww.resultsaccountability.comwww.raguide.org
TRAINING FOR TRAINERS AND COACHES
TEACHING ROUND2
Population vs. Performance Accountability
Common Language
Pages 2b, 3b, 4a
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
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 objectivesMake up your own jargon.
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:
Popu
latio
nPe
rform
ance
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
INDICATOR
RESULT
PERFORMANCE MEASURE
Popu
latio
nPe
rform
ance
= Customer Results
1.
2.
3.
1. Safe Community
2. Crime Rate
3. Average Police Dept response time
4. Healthy People
5. Rate of drug-resistant tuberculosis
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
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
3 - kinds of performance measures. How much did we do? How well did we do it? Is anyone better off?
RBA in a Nutshell2 – 3 - 7
2 - kinds of accountability Population accountability Performance accountability
7 - questions from ends to means in less than an hour.
plus language discipline Results & Indicators Performance measures
Baselines & Turning the Curve
Fiscal Policy Studies Institute
Santa Fe, New Mexicowww.resultsaccountability.comwww.raguide.org
TRAINING FOR TRAINERS AND COACHES
TEACHING ROUND2
Population vs. Performance Accountability
Common Language
Pages 2b, 3b 4a
Fiscal Policy Studies Institute
Santa Fe, New Mexicowww.resultsaccountability.comwww.raguide.org
TRAINING FOR TRAINERS AND COACHES
Lunch
Fiscal Policy Studies Institute
Santa Fe, New Mexicowww.resultsaccountability.comwww.raguide.org
TRAINING FOR TRAINERS AND COACHES
SORTING EXERCISE
Fiscal Policy Studies Institute
Santa Fe, New Mexicowww.resultsaccountability.comwww.raguide.org
TRAINING FOR TRAINERS AND COACHES
POPULATION ACCOUNTABILITY
TURN THE CURVE EXERCISE
Creating a Working Baselinefrom Group Knowledge
Now
Indicator or Performance Measure
75% Not OK?
BackcastingForecasting
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 (to 2016) – 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
4. --------- Off the Wall
Turn the Curve Exercise – LessonsFrom talk to action in less than an hour
Look what you did! Talk to action in less than 1 hour!
• What did you learn? How was this different from other processes? What worked and what didn’t work?
• Why did we ask for:
a. Baseline with forecastb. Story before what worksc. No cost / low costd. Two hatse. Results before indicatorsf. Crazy idea
3. Do you think a lay audience could understand the reports?
4. How many think you could lead this exercise with a small group?
HOMEWORK:
1. Self Assessment (Page 53)
2. ReadingNext Generation ContractingRBA/OBA Facebook Selected EssaysCollective Impact Using RBApp 153-54 Appendix C other language
3. Hardest Question(s) "How do we….?"
4. Check out the RBA Facebook Discussion Group
Fiscal Policy Studies Institute
Santa Fe, New Mexicowww.resultsaccountability.comwww.raguide.org
TRAINING FOR TRAINERS AND COACHES
TEACHING ROUND 3
POPULATION ACCOUNTABILITY
Pages 2b, 10a, 11 or 12a plus 1 story
1. Why is this work important?
2. Population vs. Performance Accountability and Common Language
3. Population Accountability
4a. Performance Accountability
4b. Putting Population andPerformance Accountabilitytogether
Creating a Results Accountability Presentation
Simple, Common Sense, Plain Language, Minimum Paper, Useful (2a)
Pop vs. Perf Accountability (2b)Language Trap (3b)Definitions (4a)
Example of Results (7-9)(Leaking Roof (10)Results Acct. Talk to Action (11)One turn the curve story (15-16)
4 Quadrants – types of perf measures (27)
Perf. Acct. Talk to Action 7 Questions (28)
Relationship between Pop and Perf. Acct (30b). Every time you make a presentation (31b)
Training for Trainers and Coaches
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
Community Outcomesfor Christchurch, NZ
● A Safe City
● A City of Inclusive and Diverse Communities
● A City of People who Value and Protect the Natural Environment
● A Well-Governed City
● A Prosperous City
● A Healthy City
● A City for Recreation, Fun and Creativity
● A City of Lifelong Learning
● An Attractive and Well-Designed City
Example ofresults for
all residents
Georgia Policy Councilfor Children and Families
RESULTS
● Healthy Children
● Children Ready for School
● Children Succeeding in School
● Strong Families
● Self Sufficient Families
1. All CT residents live in safe families and communities
2. All CT residents are economically secure
3. All CT residents are developmentally, physically, and mentally healthy across the life span
4. All CT residents who are elderly or have disabilities live engaged lives in supportive environments of their choosing
5. All CT residents succeed in education and are prepared for careers, citizenship, and life
6. All CT children grow up in a stable environment, safe, healthy, & ready to succeed.
7. All CT residents have a safe and efficient transportation system.
8. All CT residents have a clean and healthy environment.
9. All CT residents have a fair ethical and efficient government
10. All CT residents and visitors enjoy the state's rich artistic and cultural life.
Connecticut Population Results(Composite Draft)
VERMONTPopulation Outcomes (S.293)
1. Vermont has a prosperous economy.2. Vermonters are healthy.3. Vermont’s environment is clean and sustainable.4. Vermont’s communities are safe and supportive.5. Vermont’s families are safe, nurturing, stable, and supported.6. Vermont’s children and young people achieve their potential.7. Vermont’s elders and people with disabilities and people with mental conditions live with dignity and independence in settings they prefer.8. Vermont has open, effective, and inclusive government at the State and local levels.
OttawaPopulation Results
1. Ottawa has a prosperous economy.2. Ottawa residents are physically and mentally healthy.3. Ottawa’s environment is clean and sustainable.4. Ottawa’s communities are safe and welcoming.5. Ottawa’s families are safe, stable, and supportive.6. Ottawa’s children and young people achieve their potential.7. Ottawa’s elders and people with disabilities and live with dignity and independence in settings they prefer.8. Ottawa has open, effective, and inclusive government.
DRAFT
CARDIFF, WALESCommunity Outcomes
1. People in Cardiff are healthy
2. Cardiff has a clean attractive and sustainable environment
3. People in Cardiff are safe and feel safe
4. Cardiff has a thriving and prosperous economy
5. People in Cardiff achieve their full potential.
6. Cardiff is a great place to live, work and play.
7. Cardiff has a fair, just and inclusive society.
New Zealand Coventry, UK
Santa Cruz, CA Halton, Ontario, CA
Leaking Roof(Results thinking in everyday life)
Experience
Measure
Story behind the baseline (causes)
Partners
What Works
Action Plan
Inches of WaterBASELINE
? Fixed
Not OK
Turning the Curve
Action Plan # 2
Results / Outcomes
Indicators
Baseline & Story
1975
1980
1982
1990
2000
2005
0
5
10
15
20
25
30
Tho
usan
ds
Source 1982 to 2005: Actual data from the NHTSA Fatality Analysis Reporting System (FARS)Source 1975 to 1981: Estimate based on NHTSA data on % of fatality drivers with BAC of .10 or greater.
Alcohol-Related Traffic FatalitiesUnited States 1975 to 2005
45 people per day
75 people per day
2010
28 peopleper day
MADD
Rebound
no. of Tagged Sites visited
02000400060008000
1000012000140001600018000
2001
/02
2002
/03
2003
/04
2004
/05
2005
/06
2006
/07
2007
/08
2008
/09
2009
/10
year
no
. of
site
s
2001/02
2002/03
2003/04
2004/05
2005/06
2006/07
2007/08
2008/09
2009/10
Christchurch, New ZealandNumber of Graffiti Sites
FY 2002 to FY 2010
Hull, UK"Woundings"
Fiscal Policy Studies Institute
Santa Fe, New Mexicowww.resultsaccountability.comwww.raguide.org
TRAINING FOR TRAINERS AND COACHES
TEACHING ROUND 3
POPULATION ACCOUNTABILITY
Pages 2b, 10a, 11 or 12a plus 1 story
HOMEWORK:
1. Self Assessment (Page 53)
2. ReadingNext Generation ContractingRBA/OBA Facebook Selected EssaysCollective Impact Using RBApp 153-54 Appendix C other language
3. Hardest Question(s) "How do we….?"
4. Check out the RBA Facebook Discussion Group
THANKS !
Book - DVD Ordersamazon.com
resultsleadership.org
Results Accountability
Fiscal Policy Studies InstituteSanta Fe, New Mexicowww.resultsaccountability.comwww.raguide.orgwww.trafford.com
TRAINING FOR TRAINERS AND COACHES
DAY 2
TOUGHEST QUESTIONS
Source: Center for Systemic Peace and Integrated Network for Social Conflict Research
The Simplest WayTO IMPLEMENT RBA
POPULATION ACCOUNTABILITY 1. Pick an important indicator curve 2. Run the Population Turn the Curve Exercise 3. Take action Repeat
PERFORMANCE ACCOUNTABILITY 1. Pick an important performance measure curve 2. Run the Performance Turn the Curve Exercise 3. Take action Repeat
Select 3 to 5 Performance MeasuresACROSS THE BOTTOM OF THE ORG CHART
3 - 5 3 - 5 3 - 5 3 - 5 3 - 5 3 - 53 - 5
3 - 5 3 - 5 3 - 5
3 - 5
20 – 60 – 20 Rule
The
20-60-20 RULE
RESULTS BASED BUDGETING
Do we need it?
Is it working?
POPULATION ACCOUNTABILITY
PERFORMANCE ACCOUNTABILITY
1. Ask each program to assign someone to become the in-house RBA expert. (Treat this like a technical support function like an in-house computer expert.)
2. Have these people practice and get good at selecting performance measures and running the Turn the Curve Exercises.
3. Create a network of in-house experts so they can support each other, learn how to do joint RBA training and coaching.
4. Ask the in-house experts to review the RBA Self- Assessment Questionnaire (and create a score if useful) on a regular basis.
RBA expert in each unit
Alternative to Traditional Evaluation Methods:DEMONSTRATING a CONTRIBUTION
to complex change efforts… requires 3 elements:
A Curve to Turn
1 We tried a bunch of stuff that had a credible
chance of making a difference …
2 …and it had a timely relationship to….
3 …. a turn in the curve.
c FPSI
Next Generation ContractingContract Provisions
Provision 1. Specify the 3 to 5 most important performance measures (from the How well did we do it? and Is anyone better off? categories).
Provision 2. Specify that the contractor will use a continuous improvement process (the RBA 7 Questions).
Provision 3. Specify how the funder and contractor will work in partnership to maximize LR customer results (quarterly meetings using the 7 questions as the agenda).
Provision 4. Specify that the funder will work with the funding community to simplify and standardize contracting and performance reporting.
Provision 5: : Clear articulation of role in population/community well-being using the language of contribution not attribution.
Provision 6: 10% for quality management and administration.
Provision 7: Multi-year funding using 3 year rolling contracts
Provision 8: Use of targets that are fair and useful.
Provision 9: Fund flexibility and virtual funding pool: transfer of up to 10% across line items and program lines.
Provision 10: Request for Results: Getting past the sometimes negative effects of competitive RFP contracting or tendering.
Next Generation ContractingContract Provisions
Fiscal Policy Studies Institute
Santa Fe, New Mexicowww.resultsaccountability.comwww.raguide.org
TRAINING FOR TRAINERS AND COACHES
PERFORMANCE ACCOUNTABILITY
Performance Accountability
For Programs, Agencies and Service Systems
Fiscal Policy Studies InstituteSanta Fe, New Mexicowww.resultsaccountability.comwww.raguide.org
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
Program Performance Measures
EffortHow hard did we try?
EffectIs anyone better off?
Program Performance Measures
Effort
Effect
HowMuch
HowWell
Program Performance Measures
How much service did we deliver?
Program Performance Measures
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?
Program Performance Measures
How welldid we do it?
Is anyonebetter off?
Quantity Quality
Effe
ct
Effo
rt
# %
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
(completionor certificate rate)
Percent ofhigh schoolgraduates
(completionor certificate rate)
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
Percent of 9th graders whoenter college or
employment after graduation
Number of 9th graders whoenter college or
employment after graduation
How much did we do?
Pediatric Practice
How well did we do it?
Is anyone better off?
Number ofchildrentreated
Percent ofpatients waiting
less than30 min in thewaiting room
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
How well did we do it?
Is anyone better off?
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
How well did we do it?
Is anyone better off?
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
How well did we do it?
Is anyone better off?
# 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
How well did we do it?
Is anyone better off?
LeastImportant
Quantity Quality
Effe
ct
E
ffort
MostImportant
Least
Most
AlsoVery Important
Quality
How much did we do?
The Matter of Control
How well did we do it?
Is anyone better off?
Quantity Quality
Effe
ct
E
ffort
LeastControl
PARTNERSHIPS
MostControl
How much did we do?
Performance AccountabilityTypes of Measures found in each Quadrant
How well did we do it?
Is anyone better off?
# 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 Timevs.
2 Point Comparison
# %
LR
UR
Primary v. Secondary
Direct v. Indirect
Internal v. External
Baseline & Story
Watermain Breaks per yearLondon Ontario
How much did we do?
Service: __________________________________
How well did we do it?
Is anyone better off?
Primary customers# studentspatientspersons trained
Primary activity# hours of
instructiondiagnostic testsjob coursesalarms responded to
If your service works really well,how are your customer's better off?
# students who graduatepatients who fully recoverfires kept to room of origin
%
Unit cost
Workload ratio
% of ___x___ that happen on time
persons who get jobs
School Hospital Job Training Fire Department
customers served
Fiscal Policy Studies Institute
Santa Fe, New Mexicowww.resultsaccountability.comwww.raguide.org
TRAINING FOR TRAINERS AND COACHES
SELECTING PERFORMANCE MEASURES
DEMONSTRATION & EXERCISE
How much did we do?
Choosing Headline Measures and the Data Development Agenda
How well did we do it?
Is anyone better off?
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 ----------------------------
How to Measure:- Capacity Building
- Vibrant Neighborhoods- Developed Countries
etc.
See pages 128- 129
Performance
measure
PopulationIndicator
Fiscal Policy Studies Institute
Santa Fe, New Mexicowww.resultsaccountability.comwww.raguide.org
TRAINING FOR TRAINERS AND COACHES
USING PERFORMANCE MEASURES
Turn the Curve Exercise
Creating a Working Baselinefrom Group Knowledge
Now
Indicator or Performance Measure
75% Not OK?
BackcastingForecasting
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 (to 2016) – 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
4. --------- Off the Wall
4. --------- Off the Wall
Turn the Curve Exercise – LessonsFrom talk to action in less than an hour
Look what you did! Talk to action in less than 1 hour!
• What did you learn? How was this different from other processes? What worked and what didn’t work?
• Why did we ask for:
a. Baseline with forecastb. Story before what worksc. No cost / low costd. Two hatse. Results before indicatorsf. Crazy idea
3. Do you think a lay audience could understand the reports?
4. How many think you could lead this exercise with a small group?
Fiscal Policy Studies Institute
www.resultsaccountability.comwww.raguide.org
TRAINING FOR TRAINERS AND COACHES
TEACHING ROUND 4
PERFORMANCE ACCOUNTABILITY
CONNECTING POPULATION & PERFORMANCE ACCOUNTABILITY
1. Why is this work important?
2. Population vs. Performance Accountability and Common Language
3. Population Accountability
4a. Performance Accountability
4b. Putting Population andPerformance Accountabilitytogether
Creating a Results Accountability Presentation
Simple, Common Sense, Plain Language, Minimum Paper, Useful (2a)
Pop vs. Perf Accountability (2b)Language Trap (3b)Definitions (4a)
Example of Results (7-9)(Leaking Roof (10)Results Acct. Talk to Action (11)One turn the curve story (15-16)
4 Quadrants – types of perf measures (27)
Perf. Acct. Talk to Action 7 Questions (28)
Relationship between Pop and Perf. Acct (30b). Every time you make a presentation (31b)
Training for Trainers and Coaches
How much did we do?
Performance AccountabilityTypes of Measures found in each Quadrant
How well did we do it?
Is anyone better off?
# 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 Timevs.
2 Point Comparison
LR
UR
Primary v. Secondary
Direct v. Indirect
Internal v. External
Baseline & Story
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
How much did we do?
Performance AccountabilityTypes of Measures found in each Quadrant
How well did we do it?
Is anyone better off?
# 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 Timevs.
2 Point Comparison
Next Steps:
1. What’s 1 thing I could personally do with what I learned these two days?
2. What’s 1 thing I would like to ask someone else or some organization to do to support this work?
Fiscal Policy Studies Institute
Santa Fe, New Mexicowww.resultsaccountability.comwww.raguide.org
TRAINING FOR TRAINERS AND COACHES
NAME-MOTTO-MASCOT
LAST SHOT AT HARD QUESTIONS
NEXT STEPS
EVALUATION & CERTIFICATES
Resources
Book - DVD Ordersamazon.com
resultsleadership.org
www.raguide.orgwww.resultsaccountability.com
RBA Facebook Group
THANK YOU !
Book - DVD Ordersamazon.com
resultsleadership.org