Collaboration Counts: Working Together to Strengthen America’s 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

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

E-Report Models Demonstration

Effective Reports R elevant E asy S tress Outcomes U tility L ean T rustworthy S tandards

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

Manager Skill: Interpretation of Data Data 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

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

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

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

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

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

Results-Oriented Management Web-Based Training

Results-Oriented Management Web-Based Training