1. Using a Data-Driven Management Paradigm to Improve Performance and Morale
National Social Work Managers Conference
Thursday, June
Kelsey Louie, MSW, MBA, CEO
Hannah Hirschland, LMSW, Managing Director, Analytics & Evaluation

2. Learning Objectives
Understand basic tenets of the Triad Management Paradigm
Understand how an objective management practice can impact staff morale
Understand one organization’s implementation of the model and positive outcomes achieved

3. Development of the Model
Where did the Triad originate?
In social services, employees often have varying levels of training but may not have formal management and fiscal training
In addition, nonprofit managers also face unique administrative challenges due to limited administrative funding …
Social services employees often have varying levels of academic and on-the-job training, ranging from licensed healthcare and behavioral health professionals to paraprofessionals with extensive life experience. Often, social service agency staff come from the human services and healthcare fields and may not have formal management and fiscal training. In addition, nonprofit managers often face significant administrative challenges due to the disparate demands of multiple funding sources with limited administrative support (e.g., government contracts generally reimburse for up to a maximum of 12% administrative overhead).

4. Development of the Model
…so a few people started working on a model to address these gaps:
The early years of the Triad: Patrick McGovern
Model development and evolution: Kelsey Louie, Sara Gillen and Stephanie Howze
Recognizing these challenges, the former Executive Director of Harlem United Community AIDS Center, Patrick McGovern, designed a three-pronged approach to management to ensure effective quality programming - this approach evolved to become the Triad.
At Harlem United, Sara Gillen, Stephane Howze and Kelsey Louie implemented this model to effectively manage the three vastly different program area and Kelsey Louie expanded many of the tools and adapted the model to work in any organizational department.
Four quadrants of learning – things you know you know, know you don’t know, don’t know that you know – things that are automatic, don’t know you don’t know. Want to minimize the fourth box. Incumbent on supervisor to identify what falls in that quadrant.
This paradigm asks that supervisors take a proactive role in teaching
The three VPs listed developed the model differently and practiced it differently.

5. Development of the Model
Benefits of the Triad:
Brings an innovative level of rigor and accountability to social service practice
Provides managers with the tools and resources needed to make sound, objective management decisions about program or department performance
Roots the employee performance review process in observable data
Gives an organization a competitive edge in the world of nonprofit funding
People make decisions but don’t base them on anything. Should use data to make decisions.
Helps with talent management. Difficulty in managing is that you’re subjective. If use this, won’t have to deal with that – have data
So many orgs that do great work, but few can talk about how well that they’re doing it – funders look for this. Want to know that money’s being spent well
Over past three years, our win rate for proposals has gone up

6. Development of the Model
Quantifying social service impact
Define measurable indicators and track them over time
Use individual and program-level data to provide appropriate training interventions and then evaluate their success
Use program indicators to guide the development of actionable, observable and measurable program processes and strategies
When a social service program proposes to improve the quality of life of its clients, it needs a way to assess whether or not it achieves its objective. By identifying measurable indicators for quality of life and tracking them over time, the program creates a way to quantify the impact of its work and assess its own effectiveness. These indicators can then guide the development of actionable, observable and measurable program processes and strategies.
At Harlem United, many program models were based on evidence based practice, and new models were also designed to pilot innovative approaches to service delivery. Managing through the Triad gives managers the tools to make clear, objective assessments of program or departmental quality and productivity, so program managers had way to thoroughly evaluate new processes and quickly adjust their training procedures to maintain quality outcomes. A Triad manager uses individual and program-level data to provide appropriate training interventions, track training effectiveness and strategize program-level improvements by applying the practices of Data-Driven Administrative Supervision (DDAS), Skills Building and Continuous Quality Improvement.
Can be difficult to quantify impact.

7. Principles
There are five principles at the core of the Management Triad:
Balance accountability with authority
Concentrate on key management indicators
Ensure all levels of management adhere to and support practice of the Triad
Create a learning environment
Foster a data-driven culture

8. Management Triad Model
Data-Driven Administrative Supervision (DDAS)
Skills Building
Continuous Quality Improvement

9. Data Driven Administrative Supervision (DDAS)
What is the purpose of DDAS?
Focus on the productivity of employees
Enable managers to quickly identify:
Potential developmental needs
Performance issues
Potential barriers in department operations that may impede their employees’ ability to successfully meet their service targets
Data-Driven Administrative Supervision (DDAS) focuses on the productivity of employees and enables managers to quickly identify potential developmental needs, performance issues and potential barriers in the operations of the department that may be impeding their employees’ ability to successfully meet their service targets.
The core of DDAS is a periodic review of individual employees’ performance data, captured systematically using one or more “DDAS Tools” and discussed during monthly or bi-monthly meetings between the employee and manager. These performance tracking tools and periodic data-driven administrative supervision meetings are intended to:
Clarify expectations for employees. Using consistent performance tracking tools, employees will understand their weekly/monthly deliverables and responsibilities and how their personal performance contributes to the overall performance of their department.
Uncover areas of weakness or poor performance. DDAS is intended only to identify problem areas. Once uncovered, the manager is charged with determining whether the problem is skill-based or behavioral. If it is skill-based, the manager can address it through training and skills building; if the problem is behavioral, the manager will address it through performance management and/or disciplinary action, in accord with personnel policies.
Allow managers to approach performance issues in a more objective and less personalized manner. DDAS has proven to be an excellent risk management tool for an organization. It ensures fair and objective treatment of employees and provides a way to identify performance issues in a timely manner. This way, strategies for improvement are discussed and documented on a consistent basis.

10. Skills Building Purpose
To use the supervisory setting to develop staff skills
Supervisory relationship:
Evaluative
Extends over time
Enhances professional functioning of junior member(s)
Monitors quality
Gatekeeper
Issues can be administrative – staff doesn’t show up on time
Or skills-based – clients don’t come back for this staff person, maybe they have bad engagement
Role is to be a coach – can’t just say you didn’t do a good job, have to talk about how they can do better

11. Skills Building Principles of Skills Building Working in context
Accountability
Communication
Evaluation and monitoring
WORKING IN CONTEXT
Skills building recognizes the need to work from an interdisciplinary approach that emphasizes coordinated care and can respond to the complexity of clients’ lives. It also recognized the need for coordinated and thoughful service in general through all departments.
ACCOUNTABILITY
Skills building both supports employee development and holds employees accountable for their work. In a Triad agency, supervisees can and should suggest skills building topics (for example, difficult cases and urgent matters for discussion), but the supervisor establishes the format and agenda for supervision. The supervisor is responsible for ensuring a thorough and comprehensive review of the employee’s work. To do this, the supervisor relies on their set of DDAS tools, like individual dashboards, chart reviews, and case presentations. To enhance the supervisor’s and supervisee’s understanding of the work, a clinical supervisor may apply direct observation for clinicians and reports and a skills building supervisor may observe work products and processes for non-clinical staff.
COMMUNICATION
Effective coordinated care requires open communication and information sharing to ensure the best possible services to clients or others. Therefore, standards around what information is shared and in what context information is shared need to be clearly outlined between and among staff, among agency departments and across functions. In order to best meet the organizational goals and mission of the agency, expectations regarding the communication of information are explicit and must be adhered to at all times.
EVALUATION AND MONITORING
Skills building includes an objective appraisal of the supervisee’s performance, which is based on clearly defined criteria reflecting the mission and goals of the agency. Performance evaluation results are communicated to the supervisee in a regular and systematic manner in order to foster continued learning and development.

12. Continuous Quality Improvement (CQI)
What is Continuous Quality Improvement?
A management philosophy or approach for identifying ways to improve efficiency and effectiveness of services
Well-executed quality improvement projects can lead to drastic improvements in service delivery, client outcomes, client and staff satisfaction

13. Continuous Quality Improvement (CQI)
Purpose: Overall Role of CQI
Identify barriers, then implement and test solutions for better service delivery
Ensure that the highest quality of care is provided to our clients
Ensure highest quality of service is provided to customers who are users of that service
Foster a work culture that values self-reflection, evaluation, learning and creativity

14. Continuous Quality Improvement (CQI)
Purpose: 3 main purposes of CQI are
Prepare for audits
Monitor progress toward agency-wide goals
Address ‘biggest problems’
These are not individual factors – does not have to do with individual staff people

15. Triad Survey 108 Staff members participated
Survey administered in October 2016
2 parts of the survey
All staff
Managers

16. All Staff Survey 6-point scale Process questions Outcome questions
March 2015 (n=114; mean=4.31)
October 2015 (n=99; mean=4.52)
October 2016 (n=102; mean=4.83)
Statistically significant change (p<0.001)
Positive change for every single item

17. All Staff Results
Largest change on left, smallest change on right. Biggest changes around training opportunities, identifying what to do for promotion and expressing what I think. Highest scoring for 2016: I contribute to success, I can ask for help when I need it, I can communicate with supervisor, I feel appreciated by supervisor, supervisor considers factors that really matter when evaluating. Lowest scoring is potential for growth and part of “one gmhc” – though that scored higher in morale survey… Potential for growth has remained lower at all three survey points.

18. Manager Survey 5 point scale October 2015 (n=41; mean=3.26)
Process questions
Efficacy questions
No statistical significance

19. Manager Results
Highest scoring is create a learning environment, make effective managerial decisions, manage program effectively, create plan for complex problem, use data to assess program performance and use data to make decisions that affect workflow procedures. Lowest is and was use PDSA, measure impact of managerial decisions and use data to assess client outcomes.

20. Evaluation of Performance
92% of staff agree that performance is evaluated fairly. 85% of managers say they use data to assess employee performance

21. Toleration of Mistakes
90% of all staff agree that mistakes are tolerated. 94% of staff say they can create a learning environment where mistakes are tolerated. This means that 10% of staff do not believe that mistakes are tolerated.

22. Morale Survey administered in October 2016
109 GMHC staff members completed the survey
Some departments only have 1-2 respondents, so please don’t generalize

23. Morale Question Categories
Agency Average
Total Average Score
3.03
Structure & Networks
2.79
Information & Mindset
2.80
Benefits & Compensation
Stress & Burnout
2.90
Decision & Norms
2.93
Company Culture & Image
3.01
Motivation & Communication
3.05
Communication & Involvement
3.16
Employee Engagement
3.20
Valuing Diversity
3.29
Not all categories had the same number of questions.
Lowest was Structure and networks – (1) our organizational focus on process and internal issues gets in the way of attention on markets and clients; (2) everyone has a good idea of the decisions and actions for which he or she is responsible
Highest was Valuing Diversity – (1) The environment at GMHC is supportive of the expression of different opinions, styles, and perceptions; (2) people are treated with respect and appreciation regardless of race, gender, gender expression, sexual orientation, job/position, function/department, age, disability
Questions were scored on a 4-point scale: 4 = strongly agree; 3 = agree; 2 = disagree; 1 = strongly disagree

24. Five Highest Scoring Items Five Lowest Scoring Items
Highest & Lowest Items
Five Highest Scoring Items
I am proud to work at GMHC
3.51
I believe the work I’m asked to do is important to improving the lives of clients
3.46
I can see a clear link between my work and GMHC’s goals
3.43
If I do something wrong, my manager tells me in a respectful and appropriate way
3.31
I am comfortable talking to my supervisor when there is a problem
Five Lowest Scoring Items
I am paid fairly for the work I do
2.45
I am satisfied with GMHC’s health insurance
I am satisfied with my compensation (wages, benefits, PTO, etc)
2.47
In a typical week I feel stressed at work
2.49
(1= all the time; 2=often; 3=sometimes; 4=never)
Our organizational focus on process and internal issues gets in the way of attention on markets and clients
2.61
Survey administered in October 2016
109 GMHC staff members completed the survey
Respondents who did not want to identify their department were categorized as “No Department Designated”
24% of respondents did not designate their department

25. Comparing 2015 & 2016 Total Average Score
June 2015 Average
October 2016 Average
Change
Total Average Score
3.01
3.10
0.09
Day-to-day Work Gratification
3.30
3.23
-0.07
Expectations Regarding Responsibilities/ Workload
2.97
2.98
0.01
Growth Opportunities
2.95
3.03
0.08
Supervisory Appreciation & Support
3.17
3.27
0.10
Quality of Supervisory Communication
3.13
3.26
0.13
Relationship To Agency as a Whole
2.74
2.88
0.14
Relationships with Coworkers
2.92
3.09
0.17
“Having A Voice”
3.18
0.20
24 of the questions were asked in both 2015 and Those categories were broken down slightly differently. Only one category got worse – day-to-day work gratification (1) I believe the work I’m asked to do is important to improving the lives of clients. (2) My responsibilities are varied enough to keep my interest. #1 was the highest scoring item in 2015 and 2nd in 2016

26. Comparing 2015 & 2016
24 of the questions were asked in both 2015 and Those categories were broken down slightly differently. Only one category got worse – day-to-day work gratification (1) I believe the work I’m asked to do is important to improving the lives of clients. (2) My responsibilities are varied enough to keep my interest. #1 was the highest scoring item in 2015 and 2nd in 2016

27. Positive and Negative Change
Most Positive Change
2015
2016
Change
My supervisor gives me enough opportunities and independence to use my skills and abilities to make my own decisions
2.98
3.25
0.27*
I see a future for myself at GMHC
2.83
3.09
0.26
My supervisor gives me enough opportunities to take an active role as a leader
2.92
3.15
0.23
Most Negative Change
2015
2016
Change
I have taken steps to advance my career
3.3
3.11
-0.19*
My responsibilities are varied enough to keep my interest
3.15
3.00
-0.15*
The amount of work I am given to do is reasonable and fair
2.88
2.78
-0.10
Statistical significance means that the difference is not due to chance
Statistical significance does not mean it is necessarily important
Overall change from not statistically significant
* Statistically significant at p<0.05

28. Listening and Learning
Enter observations from listening and learning

29. Success Stories

30. Challenges

31. Discussion
Tie it all together

32. Questions?
Thank you!

33. Notes Divide triad metrics by part of the triad
Make connection between implementation and improvements
Look at morale questions and take out duplicate
Retention
Use Elizabeth as example – and me for new manager