Collaboration Counts: Working Together to Strengthen Americas Families

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Collaboration Counts Working Together to
Strengthen Americas 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

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Function of Reports

• Focuses attention
• What gets measured gets done
• Communicates the priorities of the agency
• Outcomes
• Budget
• Compliance
• Provides feedback
• How are we doing
• Points to good and inadequate performance
• Provides clues on what to do

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E-Report Models Demonstration
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Effective Reports

• Relevant
• Easy
• Stress Outcomes
• Utility
• Lean
• Trustworthy
• Standards

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Manager Skill Reading and Understanding the
Reports

• Understanding the measures
• How they are defined
• Why these measures
• Standards for performance
• Reading the graphs and tables
• Components of the electronic report
• Drilling down into the data sorting case
  information
• computer skills

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Manager Skill Interpretation of DataData
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

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Using 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

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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

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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 management
• Clinical consultation
• Acquiring and allocating resources
• Program design
• Policy development
• Problem solving
• Community collaboration

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Management 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

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If You Build it They Might Use It

• Leadership
• Upper and mid level managers
• Ongoing (easy to go back to old ways)
• Modeling (goal setting, meetings)
• Training
• Multiple
• Applied WORKshop
• Support
• Technical (quality assurance staff)
• Supervision

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Results-Oriented Management Web-Based Training

• www.rom.ku.edu

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Results-Oriented Management Web-Based Training

• www.rom.ku.edu