1. Results Based Accountability Basics A Half Day Presentation
Standard Training Slides Sponsored by the Ministry of Social Development
MANDATORY SLIDE
Notes to Presenter
This set of slides is the ½ day Intro to RBA;
The majority of these slides are considered the minimum or mandatory set that you would use to provide a ½ day session on RBA101;
However, we have marked some slides as Discretionary, which means you can choose to keep them in or take them out.
These slides are complemented by two other standard RBA presentations:
1 Hour Introduction to RBA Basics presentation;
Full day RBA Basics presentation.

2. Results Based Accountability
The Fiscal Policy Studies Institute
Santa Fe, New Mexico
Websites
raguide.org resultsaccountability.com
Book - DVD Orders sheapita.co.nz
amazon.com resultsleadership.org
MANDATORY SLIDE
Note to Presenter
Please use this slide to acknowledge Mark Friedman as author of RBA and his resources.

3. How could RBA add value to you?
DISCRETIONARY SLIDE
Notes to Presenter
This slide was requested by MSD staff so that you can discuss the value of RBA to the audience you are delivering training too.
Because audiences will vary, it’s important that you customise the slide content to meet your needs.
Examples of the value may include:
A common tool which enables your organisation to ….
A common planning process which enables your organisation to ….
A new agenda for your Board so that you start by focusing on the ends and then examine the means
To prove and improve performance ….
If you feel this is NOT necessary, this slide may be deleted.

4. SIMPLE STEPS COMMON SENSE PLAIN LANGUAGE MINIMUM PAPER TALK TO ACTION!
MANDATORY SLIDE
This is a list of criteria that an be applied to any planning or management system you are considering.
Think about how many times big effort big paper exercises have wasted time.
It is possible to do this work in a way that is simple, common sense, plain language, uses minimum paper and most importantly useful.
RBA is one approach that meets these tests.
Note to Presenter:
If possible, it is sometimes helpful when talking to this slide to give some practical examples of how these criteria were met when you used RBA.

5. Results Based Accountability is made up of two parts:
Population Accountability about the wellbeing of WHOLE POPULATIONS
For Communities – Cities – Districts – Countries
E.g. All Rangatahi/Youth in Te Tai Tokerau, All Migrants in Nelson
Performance Accountability about the wellbeing of CLIENT GROUPS/CUSTOMERS
For Teams - Providers – Programmes - Agencies – Service Systems
E.g. Clients of Services, Collectives, Ministries or the Health System
MANDATORY SLIDE
There are two different kinds of accountability:
The first type of accountability is for whole populations e.g.:
All children in Auckland Region
All older people on the Kapiti Coast
All residents of Taumaranui.
Population accountability is not the responsibility of any one agency or programme
If we talk for example about “all children in your community being healthy,” who are some of the partners that have a role to play?
Notice that the traditional answer is “It’s the Ministry of Health” (it’s got the word health in it and so it must be the responsibility of the Ministry of Health or DHB!)
But we have learned hat the Ministry of Health and DHBs can’t possibly produce health for all children without the active participation of many other partners. That’s the nature of this first kind of accountability.
Population accountability is not about the Government agencies - it’s about cross community partnerships to make progress on quality of life for any population.
The second kind of accountability is about client groups:
This is performance accountability and it is about the Ministry of Health and/or DHBs.
It’s about the programmes and services we provide, and our role as managers, making sure our programmes are working as well as possible.
These are two profoundly different kinds of accountability.
This presentation will talk about how to do each one well and then how they fit back together again.
Note to Presenter:
Take your time on this slide. This is one of the most important slides for RBA.
Note: Te Tai Tokerau = Northland

6. Your made up jargon here
The Language Trap Too 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
MANDATORY SLIDE
The Language Trap
Have you all seen these words before? (Presenter: Read the outer ring of words)
Then you get these modifiers in the middle. (Presenter: Read some or all of the inner ring of words)
This slide is the Jargon Construction Kit.
If you want to sound fancy about this work, just pick three or four words off this page at random and string them together!
Give example: “Measurable urgent systemic indicators,” whatever that means! If you use this in your next meeting you’ll probably get away with it too, because people will be too embarrassed to ask you what you mean!
Mark Friedman proposes a new rule! That anyone who uses three or more of these words in the same sentence doesn’t know what they’re talking about!
It’s very common for two people to be in the same meeting using the same word. They have two entirely different ideas of what that word means, and they’re just talking right past each other.
Has this ever happened to you?
Lewis Carroll Center for Language Disorders
Measurable urgent systemic indicators
Core qualitative strategic objectives
Your made up jargon here

7. Results Based Accountability
COMMON LANGUAGE
COMMON SENSE
COMMON GROUND
MANDATORY SLIDE
Three key aspects or principles of RBA are about creating:
Common Language, Common Sense and Common Ground.
Common Language
There is a language mess out there! People are using words in so many different ways.
RBA helps us start by creating common language.
Common Sense
is about the way the rest of the world works
any serious successful enterprise such as those in business, the Defense Force, the sports world, the faith community all start with ends and works backwards to means.
Common Ground
The first word to last, is political in one way or another. This is not necessarily bad. Politics is how we make decisions.
When you look at the political system, national, regional or local and what do you see? People fighting with each other. But look at what they’re fighting about… and more often than not they’re fighting about means, not ends.
Example:
There is a lot of agreement that teen pregnancy creates all sorts of barriers for our young people. We fight about whether to preach abstinence or hand out condoms. This is a means debate. The agreement about teen pregnancy is remarkably broadly based. When you begin to articulate what it is we want for children, families, community in plain language - we want - Children to be born healthy, Be ready for school, Succeed in school, Grow up to be productive, happy contributing adults. We want - To live in safe communities with a clean environment. When you begin to say things in plain language like that, it turns out that these kinds of statements are not Right versus Left Wing. They’re not national versus local. They’re not central vs. local government. They represent a kind of common ground, where people can come together and say “Yes, those are the conditions we’d like to be able to say exist here.

8. Definitions RESULT / OUTCOME
A condition of wellbeing for children, adults, families or communities
All Tamariki in Hamilton are Born Healthy, Safe Roads, Nurturing Whānau/Families, A Prosperous Economy
INDICATOR / BENCHMARK
A measure which helps quantify the achievement of a result.
Rate of low-birth weight babies, Rate of road crashes, Rate of child abuse and neglect, Unemployment rate
PERFORMANCE MEASURE
A measure of whether a programme, agency or service system is working. Three types
How much did we do?
How well did we do it?
Is anyone better off? = Client Results / Outcomes
Population
MANDATORY SLIDE
To help us develop a common language, we need to agree some key definitions. This slide offers us some common language to use when applying and talking about RBA.
Two key definitions for Population Accountability are Result or Outcome and Indicator or Benchmark – the terms mean the same thing.
A Result is a condition of wellbeing for children, adults, families or communities.
Examples of Population Results are: All Tamariki in Hamilton are Born Healthy, Safe Roads, Nurturing Whānau/Families, A Prosperous Economy .
An Indicator is a measure which helps quantify the achievement of a Population Result. Examples are: Rate of low-birth weight babies, Rate of road crashes etc.
The Population Result and Indicator examples in this slide are related to each other so you can see how they relate to each other in practice.
Let’s talk about Performance Accountability.
Whenever we talk about this type of accountability, we always talk about Performance Measures.
A Performance Measure is a measure of whether a programme, team, agency, or service system is working. There are 3 types of measures: how did we do; how well did we do and is anyone better off. Whenever we talk about is anyone better off, we are actually referring to client results or outcomes.
Note to Presenter:
When presenting the Population Results and Indicators, link the examples back to each other e.g. an indicator for All Tamariki in Hamilton are Born Healthy = Rate of low birth weight babies. For your convenience, we have colour-coded the linked results and indicators.
As with Slide 4, spend some time on this slide as it’s one of the most important in the training.
You may choose to emphasise here the importance of language discipline. You can give an example of why it’s important to talk to each other not past each other.
Also, remember that “words are labels for ideas” so as long as people agreed to words and definitions, that’s the most important thing.
Performance

9. Translation Guide/Rosetta Stone Not the Language Police
Ideas
Group 1
Group 2
Group etc.
1. A condition of well-being for children, adults, families & communities 2. 3.
etc.
RESULT
OUTCOME
GOAL
TRANSLATION
Back to the Idea
DISCRETIONARY SLIDE
This slide is an example of a tool that organisations may use to help them determine their common and agreed language. Basically, you list a range of Ideas in the left hand column and then you ask members/staff within the organisation to choose a word that best reflects their interpretation of the Idea. Where there are more than 1 word chosen to reflect that Idea, the organisation must choose the single word that they will use as part of their common set of language.
Note to Presenter:
If you’ve used this tool before, explain how it worked in practice.

10. From Ends to Means From Talk to Action RESULT / OUTCOME ENDS
Population
INDICATOR / BENCHMARK
PERFORMANCE MEASURE
MANDATORY SLIDE
The principle distinction here is between ends and means.
Results and Indicators are about ends.
Performance measures tell us whether the particular programmatic means we’ve chosen to get there is working properly.
We often see people are typically working on all three of these things, but it’s all mixed up in a hopeless soup of language.
One minute we’re talking about a condition of well-being (result) and the next minute it’s a piece of data that measures that result…. and next minute some small programme on the east side of town is being held responsible for the entire population’s quality of life!
These three discrete things have typically been treated as if they were the same thing and as if these distinctions don’t actually matter.
What happens when people mix up ends and means like that is that they get stuck. They start to circle and circle. The work becomes all talk and talk and talk. We’ve all had experiences with process that are all talk!
Although talk is important, what is most important is how we get from talk to action!
Everything in this presentation is about that single simple challenge: How do we get from talk to action in a disciplined way. The starting point is to have a common language.
Within performance measures, we have another ends means distinction:
Like smaller Russian dolls nested inside larger dolls - here, client results become the ends and the services we provide become the means.
MEANS
Performance
Client /Customer result = Ends
Service delivery = Means

11. Results – Indicators – Performance Measures in
Maori, Fijian, Tuvaluan
MANDATORY SLIDE
This slide demonstrates that RBA is not about the English language. This slide provides us with a customised example of how RBA terminology can be translated into Maori, Fijian or Tuvaluan languages.
Note to Presenter:
Mark Friedman has trained people from all over the world who speak many different languages.
In this slide, people of different nationalities used their own language to define Result, Indicator and Performance Measure.
Reference pp in Friedman’s book.

12. Result, Indicator, Strategy or Performance Measure?
Perf Measure
Strategy
A Safe Community
Percentage of Total Recorded Offences
Average Police response time
An Educated Workforce
Installing street lights to make people feel safe
People have living wage jobs and income
% of people with living wage jobs and income
% of participants in job training programme who get living wage jobs
MANDATORY SLIDE
This slide provides us with a little exercise to help us see if we can tell the difference between a result, indicator, strategy or performance measure!
Note to Presenter:
This slide reinforces the definitions and provides a quick ‘test’ to ascertain where people are at in terms of their understanding. Don’t expect people to get it right but if they do, that’s great. It provides a good discussion point in the presentation.

13. Key RBA concepts
2 key types of accountability and language discipline:
Population accountability - results / outcomes and indicators
Performance accountability - performance measures
3 types of performance measures:
How much did we do?
How well did we do it?
Is anyone better off?
7 questions from ends to means:
baselines and turning the curve – to make life better for our families / whānau, children / tamariki, and communities.
MANDATORY SLIDE
This slide outlines key RBA concepts. These concepts form the foundation of the RBA framework and we will learn more about these as we go through the presentation today.
Notes to Presenter
Just walk through these concepts at a very high level (e.g. simply read the content), to start to get some of the language into the minds of the audience.
Note that anything relating to Population Accountability is in purple text and anything relating to Performance Accountability is green text. Presenter may want to point that out to audience.
Don’t go into detail here because all of the concepts are discussed in more detail the body of the slides
This slide helps summarise and reinforce critical learning for the audience.

14. Population Accountability
For whole populations in a geographic area
Mark Friedman (author)
MANDATORY SLIDE
This next set of slides helps us understand Population Accountability.

15. The 7 Population Accountability Questions
What are the quality of life conditions we want for the children, adults and families who live in our community? (Population & Results)
What would these conditions look like if we could see them? (Experience)
How can we measure these conditions? (Population Indicators)
How are we doing on the most important of these measures? (Baseline Data and Story)
Who are the partners that have a role to play in doing better? (Partners)
What works to do better including no- cost and low-cost ideas? (What works)
What do we propose to do? (Action Plan)
MANDATORY SLIDE
There are 7 questions for Population Accountability which will take you from ‘talk to action’.
What you must first do is identify the population you are focussing on and the quality of life conditions or results/outcomes for that population.
Once you’ve identified your Population Results/Outcomes, you then work your way through questions 2 to 7 as a way of planning how would you work with multiple partners to achieve improved results/outcomes.
Note to Presenter:
Simply walk through this slide starting from the top.
Guide people through the component parts of the slide and link back to the earlier slides defining Population Accountability and the general principles linked to the RBA thinking process.
Remember that Population Accountability always starts with defining who is your population (compared with Performance Accountability, which starts with who is your client group).
Reference: For more detail see Mark Friedman’s book, Trying Hard Is Not Good Enough, Chapter 3. Especially pp. 46 & 47.

16. MANDATORY SLIDE
This slides provides an overview of the Talk to Action thinking linked to Population Accountability in a schematic format.
It reflects the 7 Questions or Steps which take you from talk to action (which are set out in the previous slide).
Note to Presenter:
Again, simply walk through this slide starting from the top.
Guide people through the component parts of the slide and link back to the 7 Questions and the general principles linked to the RBA thinking process.
Remember that Population Accountability always starts with defining who is your population (compared with Performance Accountability, which starts with who is your client group).
Reference: For more detail see Friedman’s book, Chapter 3. Especially pp 46 & 47. 16 16

17. Christchurch City Community Outcomes
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 of recreation, fun and creativity
A city of lifelong learning
A city that is attractive and well designed
MANDATORY SLIDE
This slide is an example of Population Outcomes in Aotearoa / NZ. This slide reflects outcomes identified by Christchurch City.
Results statements are always stated in simple, positive language – in the present tense. As if it already exists (yes, its aspirational!)
These are the existing Community Outcomes for Christchurch City until 2012 – due for review in 2012/13. Some of these have arisen directly in response to the earthquakes of 2010 and 2011.
Notes to Presenter:
Example Indicators that Christchurch City are using for A Safe City are:
Accidental injury
Rate of hospital discharges for unintentional injuries per 100,000 people [PDF 20KB]
Overall crime
Total reported crime in Christchurch per 10,000 people [PDF 19KB]
Child abuse and neglect
Number of notifications to Child Youth and Family, Canterbury [PDF 19 KB]
Perceptions of safety
Respondents who feel safe/very safe after dark, 2006–2008 [PDF 20KB]
Road casualties
Rate of road crash fatalities per 100,000 population, Christchurch [PDF 19KB]
Rate of road crash serious injuries per 100,000 population, Christchurch [PDF 19KB]

18. Kotahitanga Whānau Ora Collective
positive statements - positive focus
All whaanau in Te Puuaha ki Manuka (Greater South Auckland) are ...
Mana Ora: Healthy and safe;
Mana Motuhake: Economically secure;
Mana Tangata: Culturally confident;
Mana Rangatiratanga: Knowledgeable and skilled;
Mana Whānau: Connected, engaged and entrepreneurs
DISCRETIONARY SLIDE
This is the Population Outcomes Framework for Kotahitanga which is a Whānau Ora Collective.
They have five POU or population outcomes for ALL families in their geographic are.
Note to Presenter:
You will see that Kotahitanga have used the Tip, outlined earlier in these slides, to draft their population outcomes e.g.
All ___ in ____ are _____.
This is a demonstration of how this type of tip can be used in practice.
Acknowledgement: Kotahitanga Collective Members: Turuki Healthcare Trust, Papakura Marae, Huakina Development Trust and Te Kaha O Te Rangatahi Trust, South Auckland, New Zealand. 18

19. Aranui Community Trust
Acknowledgement: Aranui Community Trust Inc Society (
DISCRETIONARY SLIDE
These slides set 5 Results and supporting Indicators developed by the Aranui Community Trust.
They are currently being reviewed (as at September 2012) but are great examples of population results and indicators.

20. Implementing RBA Aranui Result areas and indicators
A community that is spiritually and socially strong
Indicator:
% of police callouts for family violence
Result Area 2:
A community full of knowledge and learning
Indicator:
% of students with NCEA level 11
% primary school students performing at national average for literacy and numeracy
DISCRETIONARY SLIDE

21. A great physical environment
Result Area 3:
A great physical environment
Indicator:
Expenditure on repairs and maintenance to city property in the Aranui Burwood Pegasus area
% of $ R & M that is due to damage
Result Area 4:
DISCRETIONARY SLIDE
People who know and fit in Aranui
Indicator:
% of people who offer to participate in local events

22. A community that is healthy
Result Area 5:
A community that is healthy
Indicator:
% of Aranui residents presenting at Accident and Emergency with no trauma needs/ concerns
# of total acute inpatient admissions
DISCRETIONARY SLIDE

23. DISCRETIONARY SLIDE
Note to Presenter
Insert your own example here or delete this slide

24. Results for Children, Families and Communities A Working List of Population Results
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
MANDATORY SLIDE
Note to Presenter
It is helpful to show at least one international example so the audience can see both New Zealand and international Population Results / Outcomes examples.
This list of results was developed with an RBA colleague at the Annie E. Casey Foundation in America.
They spread out in front of us all the lists they could find having to do with children and families and tried to find the things these lists had in common.
Notice that there’s only one thing on this list that’s stated in negative terms: “Young people staying out of trouble.” It’s on the list because that’s the way people actually talk. But all the other results are stated in positive terms and that’s a very important characteristic of RBA.
Most planning processes we have used in the past start with children’s problems or with unmet needs in the community. While we definitely need to talk about problems and unmet needs, but you don’t have to start there.
We send a powerful message out into the community in the way we talk about results. Results should always be stated in positive, not negative, terms. 24 24

25. Georgia Policy Council for Children and Families RESULTS
Healthy children
Children ready for school
Children succeeding in school
Strong families
Self-sufficient families
DISCRETIONARY SLIDE
Note to Presenter
It is helpful to show at least one international example so the audience can see both New Zealand and international Population Results / Outcomes examples
This list comes from the Georgia Policy Council for Children and Families and is used by the network of Family Connections Councils in Georgia.
Georgia has gone one step further and identified 25 indicators to tell if these conditions are being achieved.
Georgia has produced a report card at the state level and for each of the 159 counties.
Other places in the United States have produced such report cards, including
Contra Costa County:
San Mateo County:
Santa Cruz County: appliedsurveyresearch.org/cap_report.htm
Silicon Valley Joint Venture: jointventure.org                                   
 Georgia Policy Council for Children and Families, and The Family Connection:  gpc-fc.org
Hennepin County:
 Montgomery County Family and Children First Council:                                                                     
Links to the best of these sites can be found on 25 25

26. Tip for Drafting Population Accountability Results
All ______ in ______ are __________
Families
Tauranga
Economically Secure
Insert your
Population
Insert your
Geographic
area
Insert your
Condition of
Wellbeing
MANDATORY SLIDE
This is a great tip for you to use if you are facilitating or drafting population results.
Draw on the whiteboard or flip chart paper “All _______ in _________ are ___________”.
Then you work with your colleagues to fill in the blanks based on the guidance above e.g. population, geographic area and condition of wellbeing.
This is particularly helpful when you are facilitating a larger group of people and you need to synthesise multiple suggestions/thinking into simple statements.
Reference: Chapter 3 of Friedman’s book for more detail about Population Accountability. 26 26

27. Examples of Means not Ends
1. COLLABORATION
2. SYSTEMS REFORM
3. SERVICE INTEGRATION
4. DEVOLUTION
5. FUNDING POOLS
MANDATORY SLIDE
Once you understand that results are the true ends of the work, you begin to understand that many of the other things we have been working on all these years are MEANS to the ends of better results, not ENDS in themselves. 27 27

28. Leaking Roof (Results thinking in everyday life)
Experience:
Not OK
Inches of Water
Measure:
? Fixed
Turning the Curve
Story behind the baseline (causes):
MANDATORY SLIDE
LEAKING ROOF EXERCISE
This slide is about the RBA thinking process. Lets try it on something we have probably all experienced!
Notes for Presenter:
Ask "How many people here have ever had a leaking roof?" (Most hands will go up.)
2. Then ask: “How can you tell if the roof is leaking?” ("Water on the floor, down the walls etc.")
3. Say: This is how you might "experience" a leaking roof. 4. Then ask: “How could you measure how badly the roof is leaking?” ("By how much water...")
5. Say: “So you might put out a bucket and measure the number of centimeters in the bucket after each downpour!
That's the chart  at the right (CLICK): the number of centimeters from the last three rainstorms.
6. Ask: “Where do you think this line is headed if we don't do anything?” ("It will get worse. Through the roof, you might say.") (CLICK)
7. Draw a forecast line going up.
This is the forecast of where we're headed if we don't do anything. We want to turn this curve to zero, right! (CLICK) Draw it.
8. Ask: What's the first thing you do when you have a leaking roof? ("You get up on the roof and try to find out why it's leaking.") Right! You look for the cause of the leak.
This is the “story behind the baseline”, the causes of why this picture looks the way it does.
9. Ask: “Who are some of the people who might help you fix the leak?”
(sister-in-law, neighbor, professional roofer) These are some of your potential partners.
10. Ask: “What kinds of things  work to fix a leak?” (Patching material, get a whole new roof, sell the house.)
You have some choices about types of patching material. Some will work better than others. Tar is probably better than duct tape.
11. So let's review.
You've got a leaking roof. It's getting worse and will keep getting worse unless you do something. You actually have the data on this. You've figured out the cause of the leak and the partners who might help fix it. And you've considered some of  the possible ways to fix it. Now the important final question is what are you going to do? This is your action plan.
12. So now you've implemented your action plan.
Maybe you've hired a roofer who's gotten up on the roof and patched it. And now what's the next thing you do? ("Wait for the next downpour.") Right! You wait for the next rainy day to see if it's still leaking. And what if it's still leaking, what do you do? (Draw a new point lower but not zero.) ("You get back up on the roof.") Right! You start the whole process over again. You look for causes. You think about who can help and what works. And you try something else - maybe sell the house this time. This is an iterative process. Hopefully you fix the roof in one pass.
But the things we are working on are much more complicated than a leaking roof, and one iteration won't do it.
13. This is the whole RBA thinking process! It's just common sense. It's how we solve everyday problems.
Communities working to improve the quality of life, or managers working to improve their programme's performance can use this same process.
This is the thinking process at the heart of results and performance decision making!
14. Notice that we identified the “centimeters per bucket" measure pretty easily.
With a leaking roof, it's obvious what's important and what could be measured. But with programmes, agencies, teams and service systems, the choice of what's important and what to measure is much more complex. That's the process that's addressed when we choose indicators or performance measures.
15. Finally, notice that, in real life, we don't actually put out a bucket and measure the water.
We do this work based entirely on the way we experience the leak. We consider it fixed when we don't see water anymore. It is also possible to run the results decision-making processes without data, and use just experience. An action plan can be developed this way. It's a way to get started. But ultimately this is unsatisfying. In complex systems, you generally need data to see if you are making progress or not. Otherwise you are left with just stories and anecdotes. So if you don't have any data at all, you might start the process on the basis of experience.
But you should give great attention to pursuing your Data Development Agenda.
Partners:
What Works:
Action Plan: #2
Action Plan: 28 28

29. 3 criteria for choosing Indicators
Communication Power
Does the indicator communicate to a broad range of audiences?
Proxy Power
Does the indicator say something of central importance about the result?
Does the indicator bring along the data HERD?
MANDATORY SLIDE
These are three criteria that have been used to choose indicators for a result.
Given a set of possible population indicators, it is then possible to use criteria to select the best indicators to represent the result. Following this process gives some rigor to the indicator selection.
Using the best of what data is available means that this will be about approximation and compromise.
If we had a thousand measures, we could still not fully capture the health and readiness of young children.
We use data to approximate these conditions and to stand as proxies for them.
There are three criteria which can be used to identify the best population indicators:
Communication Power:
Does the indicator communicate to a broad range of audiences?
Think about this in terms of the public square test.
If you went outside now and asked people on the street "what we mean, in this community, by children healthy and ready for school," and that we have chosen these two or three pieces of data to help measure our achievement – would they understand what you mean? Would they see the connection?
Obviously you could bring a thick report to the square and begin a long recitation, but the crowd would thin quickly. It is hard for people to listen to, absorb or understand more than a few pieces of data at time. They must be common sense, and compelling, not arcane and bureaucratic.
Communication power means that the data must be easy to understand / have clarity with diverse audiences.
Proxy Power:
Does the indicator say something of central importance about the result? (Or is it peripheral?)
Can this indicator stand as a proxy for the plain English (or whatever language you are using) statement of well-being? What pieces of data really get at the heart of the matter?
Another simple truth about indicators is that they run in herds.
If one indicator is going in the right direction, often others are as well.
You do not need 20 indicators telling you the same thing. We need to pick the indicators which have the greatest proxy power, i.e. those which are most likely to match the direction of the other indicators in the herd.
Data Power:
Do we have quality data on a timely / frequent basis?
We need data which is reliable and consistent.
We need timely data so we can see progress - or the lack thereof - on a regular and frequent basis.
Problems with data availability, quality or timeliness can be addressed as part of the data development agenda
Identify primary and secondary indicators, and a data development agenda.
When you have assessed the potential indicators using these three criteria, you will have sorted indicators into three categories:
 Primary indicators:
Those 3 or 4 most important measures which can be used as proxies in the public process for the result. 
You could use 20 or 40, but peoples eyes would glaze over. We need a handful of measures to tell us how we’re doing at the highest level.
Secondary indicators:
All the other data that’s any good. We will use these measures in assessing the story behind the baselines, and in the behind the scenes planning work. We do not throw away good data. We need every bit of information we can get our hands on to do this work well.
A data development agenda:
It is essential that we include investments in new and better data as an active part of our work. This means the creation of a data development agenda - a set of priorities of where we need to get better.
Data Power
Quality data available on a timely basis. 29 29

30. H H H H H L Choosing Indicators Worksheet
Outcome or Result_______________________
Safe Community
Communication Power
Proxy Power
Data Power
Candidate Indicators
Measure 1
Measure 2
Measure 3
Measure 4
Measure 5
Measure 6
Measure 7
Measure 8
H M L
H M L
H M L H H H H H L
MANDATORY SLIDE
This slide shows the method we use to select indicators by the three criteria: communication power, proxy power and data power.
Rate each potential indicator high, medium or low on each criteria.
Those that score highest rise to the top.
Those that score H, H, L are powerful measures for which we do not now have data.
These form the basis for the data development agenda.
Data Development Agenda 30

31. Three Part Indicator List for each Result
Part 1: Primary Indicators
3 to 5 “Headline” Indicators
What this result “means” to the community
Meets the Public Square Test
Part 2: Secondary Indicators
Everything else that’s any good (Nothing is wasted.)
Used later in the Story behind the Curve
Part 3: Data Development Agenda
MANDATORY SLIDE
This sorting process will create a three part list for each result.
This list will change over time as new data is developed.
New data
Data in need of repair (quality, timeliness etc.) 31 31

32. What do we mean by a baseline?
OK?
Point to Point
Turning the Curve
History
Forecast
MANDATORY SLIDE
Notes to Presenter:
Define again what we mean by Baseline so that your audience can place this terminology in earlier learning. For example, you might say something along the lines of this: In RBA, we talk about the Baseline. As you’ll recall when we talked about common language, Baselines are another word for Indicators. And Indicators are simply data that enables us to measure whether or not a Result is actually occurring.
Baselines have two parts:
an history part that tells us where we’ve been
and a forecast part that shows where we’re headed if we don’t do something different.
Forecasting is an art not a science and often we show a range of forecasts, high, medium and low.
Traditionally we define success as point to point improvement.
This is often a setup for failure, because, sometimes the best you can do is slow the rate at which things are getting worse, while you work to turn the curve in the longer run.
The better definition of success is “turning the curve away from the baseline,” or “beating the baseline.”
This is a much more sophisticated, but also a much more fair way to gauge progress.
Baselines have two parts: history and forecast 32 32

33. Indicator Reports Neighbourhood Country City
Kruidenbuurt Tilburg, Netherlands
MANDATORY SLIDE
Here are some places that provide good examples of Indicators
New Zealand’s Social Report contains good examples of Indicators at a national or regional level.
Note to Presenter:
Don’t always assume that your audience knows where to get Indicator data. Obviously you need to customise your approach to meet your audience but not everyone knows about the MSD Social Report of where to go to get/source other Indicator data.
New Zealand
Portsmouth, UK

34. MADD DISCRETIONARY SLIDE
This slide is an example of where Results Accountability thinking has worked.
MADD was established in 1980 by a group of mothers ……
Note to Presenter:
You can use this slide as an example of how RBA thinking has worked in practice. The best thing for you to do is to read the example in Friedman’s book (pp ) and familiarise yourself with how Mark has described the story of MADD’s success.
This way, you are familiar with the element of this slide and can talk to it easily. 34 34

35. Key RBA concepts 2 key types of accountability:
Population – results / outcomes and indictors
Performance – performance measures
3 types of performance measures:
How Much Did We Do?
How Well Did We Do It?
Is Anyone Better Off?
7 questions from ends to means
baselines and turning the curve – to make life better for our families / whānau, children / tamariki, and communities.
MANDATORY SLIDE
This slide outlines key RBA concepts. These concepts form the foundation of the RBA framework and we will learn more about these as we go through the presentation today.
Notes to Presenter
Just walk through these concepts at a very high level (e.g. simply read the content), to start to get some of the language into the minds of the audience.
Note that anything relating to Population Accountability is in purple text and anything relating to Performance Accountability is green text. Presenter may want to point that out to audience.
Don’t go into detail here because all of the concepts are discussed in more detail the body of the slides
This slide helps summarise and reinforce critical learning for the audience.

36. Population Accountability
quick exercise
DISCRETIONARY SLIDE
Note to Presenter:
Sometimes, people benefit from a quick teaching opportunity to help the theory “sink in”.
If you think this is a good idea, based on your audience, you can use these two slides (36 and 37) to run a quick teaching exercise.
Go to the next slide for instructions.

37. Tip for Drafting Population Accountability Results
All ______ in ______ are __________
How would you experience this outcome? What would be different?
How would you measure success? What Indicator would you use?
Insert your
Population
Insert your
Geographic
area
Insert your
Condition of
Wellbeing
DISCRETIONARY SLIDE
Let’s take the opportunity to practice crafting a Population Result, including a description of the Experience and one Indicator.
I want you to pair up with your neighbour to complete this exercise.
OK, you’ll recall that I talked about this Tip at the beginning of this session (Note to Presenters: you may want to quickly go over the slide content again).
First, on a piece of paper in front of you, draw the statement “All _______ in _________ are ___________”.
Then fill in the blanks based on the guidance above e.g. population, geographic area and condition of wellbeing to craft a Population Result.
Note to Presenters: wait for them to craft a statement, then …
Click: Now, how would you experience this result? What would be different? What would you see, hear, experience differently if this outcome were occurring? Write down one example for now.
Note to Presenters: wait for them to craft an experience statement, then …
Click: Now think of one Indicator or piece of data that you would use to measure whether or not the Result was occurring?
Remember to refer back to the examples we have just been learning about if you get stuck …
Note to Presenter:
Reference Chapter 3 of Friedman’s book for more detail about Population Accountability.

38. Performance Accountability
For clients of programmes, agencies, teams and service systems
MANDATORY SLIDE
This next set of slides helps us understand Performance Accountability.
Mark Friedman (author)

39. Results Based Accountability is made up of two parts:
Population Accountability about the wellbeing of WHOLE POPULATIONS
For Communities – Cities – Districts – Countries
E.g. All Rangatahi/Youth in Te Tai Tokerau, All Migrants in Nelson
Performance Accountability about the wellbeing of CLIENT GROUPS/CUSTOMERS
For Teams - Providers – Programmes - Agencies – Service Systems
E.g. Clients of Services, Collectives, Ministries or the Health System
MANDATORY SLIDE
There are two different kinds of accountability:
The first type of accountability is for whole populations e.g.:
All children in Auckland Region
All older people on the Kapiti Coast
All residents of Taumaranui.
Population accountability is not the responsibility of any one agency or programme
If we talk for example about “all children in your community being healthy,” who are some of the partners that have a role to play?
Notice that the traditional answer is “It’s the Ministry of Health” (it’s got the word health in it and so it must be the responsibility of the Ministry of Health or DHB!)
But we have learned hat the Ministry of Health and DHBs can’t possibly produce health for all children without the active participation of many other partners. That’s the nature of this first kind of accountability.
Population accountability is not about the Government agencies - it’s about cross community partnerships to make progress on quality of life for any population.
The second kind of accountability is about client groups:
This is performance accountability and it is about the Ministry of Health and/or DHBs.
It’s about the programmes and services we provide, and our role as managers, making sure our programmes are working as well as possible.
These are two profoundly different kinds of accountability.
This presentation will talk about how to do each one well and then how they fit back together again.
Note to Presenter:
Take your time on this slide. This is one of the most important slides for RBA.
Note: Te Tai Tokerau = Northland

40. The 7 Performance Accountability Questions
Who are our clients? (Client Group/Customers)
How can we measure if our clients are better off? (Client/Customer Result / Outcome)
How can we measure if we are delivering services well? (Quality Measures)
How are we doing on the most important of these measures? (Baseline Data and Story)
Who are the partners that have a role to play in doing better? (Partners)
6. What works to do better including no-cost and low cost ideas? (Common sense ideas & research where available)
What do we propose to do? (Action Plan)
MANDATORY SLIDE
There are 7 Questions for Performance Accountability which will take you from ‘talk to action’.
What you must first do is identify the Client Group you are focussing on and the quality of life conditions or results/outcomes for those clients.
Once you’ve identified your Client Results/Outcomes, you then work your way through steps 3 to 7 as a way of planning how would you work with partners to achieve improved results/outcomes.
These questions should be asked and answered periodically (monthly, quarterly) at every intersection of supervision from the top to the bottom of the organisation.
This is an important take-away page for performance measurement. It can be used immediately without any further training.
Notes to Presenter:
Simply walk through this slide starting from the top.
Guide people through the component parts of the slide and link back to the earlier slides defining Performance Accountability and the general principles linked to the RBA thinking process.
Remember that Performance Accountability always starts with defining who is your client (compared with Population Accountability, which starts with defining a whole population).
Note – the symbols - LR = lower right quadrant and UR = Upper right quadrant
Reference: For more detail see Friedman’s book, Chapter 4.

41. Performance Accountability Getting from talk to action
Client Group/Customers
MANDATORY SLIDE
This slides provides an overview of the Talk to Action thinking linked to Performance Accountability in a schematic format.
It reflects the 7 Questions or Steps which take you from talk to action (which are set out in the previous slide).
Note to Presenter
Again, simply walk through this slide starting from the top.
Guide people through the component parts of the slide and link back to the 7 Questions and the general principles linked to the RBA thinking process.
Remember that Performance Accountability always starts with defining who is your Client Group (compared with Population Accountability, which starts with defining the whole population).
Reference: For more detail see Friedman’s book, Chapter 4.

42. “All performance measures that have ever existed for any programme
in the history of the universe
involve answering two sets of
interlocking questions.”
MANDATORY SLIDE
Reference: Chapter 4 of Friedman’s book (from p.65) for Performance Accountability.

43. How Much How Well Performance Measures did we do? did we do it?
Quantity
Quality
How Much
did we do?
( # )
How Well
did we do it?
(%)
MANDATORY SLIDE
All performance measures can be derived from the cross between two sets of interlocking questions:
How much did we do? (quantity)
How well did we do it? (quality)

44. Performance Measures How hard did we try? Anyone better off? Effect
Effort
How hard did we try?
Effect
Anyone better off?
MANDATORY SLIDE
This is how they are interlocked
Reference: Friedman’s book, p. 67.

45. How Well How Much Performance Measures Effort Effect MANDATORY SLIDE
Versus these two dimensions of the work itself:
How much Effort did we do?
How much Effect did our Effort have?

46. Performance Measures How much service did we deliver?
Quantity
Quality
How much service did we deliver?
How well did we deliver it?
Effect Effort
Output Input
MANDATORY SLIDE
This leads to a four part or four quadrant way of describing the different types of performance measures.
Note to Presenter:
You may wish to spend a little time on this slide because it emphasises the fact that RBA is about people as ‘change agents’ compared to people as ‘widget makers’.
This is a subtlety of the RBA method that is often overlooked.
This slide shows the questions in their respective quadrants.
Note that the two quadrants on the left side are typically expressed as Numbers (#) of…
And the two right side quadrants are typically expressed as Percentages or Rates (%) of…
The top two quadrants – How Much and How Well – are the types of measures we have used for a long time in funding agreements between government agencies and NGOs…….its the bottom two quadrants that we are moving into now, where we are learning how to measure real outcomes for clients.
Reference: Chapter 4, especially pp. 65 & 66.
How much change / effect did we produce?
What quality of change / effect did we produce?

47. % clients who complete the job training / mentoring programme
Social Services Example
Quantity
Quality
How much did we do?
How well did we do it?
# of young people (clients) receiving job training / mentoring services
% clients who complete the job training / mentoring programme
Effect Effort
Is anyone better off?
# of clients who move off a working age benefit and into employment (at 6 months and at 12 months)
MANDATORY SLIDE
This is an example of a set of performance measures for a Youth Job Training and Mentoring Programme.
Note to Presenter
This example shows how easy it is to identify performance measures for a programme that MSD currently funds.
Present the examples and link back to the previous slide to show the relationship.
% of clients who move off a working age benefit and into employment (at 6 months and at 12 months)

48. Student-teacher ratio
Education example
Quantity
Quality
How much did we do?
How well did we do it?
Number of students
Student-teacher ratio
Effect Effort
Is anyone better off?
MANDATORY SLIDE
This slides provides an example of the different types of performance measures for an education provider e.g. a secondary school, Kura or university.
Number of graduates
Percent of graduates

49. Drug/Alcohol Treatment Programme
Quantity
Quality
How much did we do?
How well did we do it?
Percent of staff with training/ certification
Number of persons treated
Effect Effort
Is anyone better off?
Number of clients off of alcohol & drugs at exit months after exit
Percent of clients off of alcohol & drugs at exit months after exit
DISCRETIONARY SLIDE
Examples of performance measures for a typical drug and alcohol treatment programme.

50. Student-teacher ratio
Education example # 2
Quantity
Quality
How much did we do?
How well did we do it?
Number of students
Student-teacher ratio
Effect Effort
Is anyone better off?
Number of secondary school students who graduate on time and enter Uni or employment after graduation
Percent of secondary school students who graduate on time and enter Uni or employment after graduation
DISCRETIONARY SLIDE
Another education example of performance measures

51. Primary Care Practice Percent of children who did not attend
Quantity
Quality
How much did we do?
How well did we do it?
Percent of children who did not attend
Number of children aged 0-2 enrolled
Effect Effort
Is anyone better off?
# children aged 8 months immunised (in the practice)
% children aged 8 months immunised (in the practice)
DISCRETIONARY SLIDE
Examples of performance measures for a typical health plan or practice.

52. DISCRETIONARY SLIDE
Note to Presenter
Add your own performance accountability / performance measures examples here if you would like to.

53. Least Least Important Most Important Most
Not all performance measures are created equal
Quantity
Quality
How much did we do?
How well did we do it?
Least
Least Important
Also Very Important
Effect Effort
Is anyone better off?
MANDATORYSLIDE
So why sort measures for your Programme into these categories?
Simple. These categories are not equally important.
The upper left is the least important. Yet we have some people who spend their whole careers living in this quadrant counting cases and activity.
Somehow we have to push the discussion to the lower right quadrant, the one that measures whether our clients are better off.
Most Important
Most

54. Most Control Least Control
The matter of control
Quantity
Quality
How much did we do?
How well did we do it?
Most Control
Effect Effort
Is anyone better off?
Least Control
MANDATORY SLIDE
Easiest and least important through to most challenging and most important performance measures
This slides shows that as you move from the least important measures (how much did we do) to the most important measures (is anyone better off) you go from having the most control to having the least control.
This is another reason why people spend their whole lives in the upper left quadrant! Fear.
It can be scary to look at the data in the lower right quadrant. But ask people why they went into their profession and the answers all lie in the lower right, in the ways in which we try to make their client’s lives better.
PARTNERSHIPS

55. Point in Time vs. Point to Point Improvement
Separating the Wheat from the Chaff Types of performance measures found in each quadrant
How much did we do?
How well did we do it?
% Common measures
e.g. client staff ratio, workload ratio, staff turnover rate, staff morale, % staff fully trained, % clients seen in their own language, worker safety, unit cost
# Clients/customers served
% Activity-specific measures
e.g. % timely, % clients completing activity, % correct and complete, % meeting standard
# Activities (by type of activity)
Is anyone better off?
% Skills / Knowledge (e.g. parenting skills) #
MANDATORY SLIDE
Note to Presenters:
This one of the most important slides in this pack.
A useful tip is to print copies of this slide only and hand them out to people so they can refer back to this slide when performing the exercises in the afternoon. The writing in this slide is a little on the small side.
This chart shows in detail the different types of measure we typically find in each quadrant, and the measures that go with the three basic categories of performance measurement:
How much did we do?
How well did we do it?
Is anyone better off?
In the upper left, How much did we do? Quadrant, we typically count clients and activities.
In the upper right, How well did we do it? Quadrant, there are a set of common measures that apply to many different programs. And there is a set of activity specific measures. For each activity in the upper left, there is one or more measures that tell how well that particular activity was performed, usually having to do with timeliness or correctness.
In the lower quadrants, Is anyone better off? We usually have # and % pairs of the same measure.
These measures usually have to do with one of these four dimensions of better-offness:
Skills/knowledge, Attitude, Behavior and Circumstance.
For each of these measures, we can use point in time measures or point to point improvement measures.
% Attitude / Opinion (e.g. toward drugs) #
Point in Time vs. Point to Point Improvement
% Behavior (e.g. School attendance) #
% Circumstance (e.g. working, in stable housing) #

56. The matter of use
The first purpose of performance measurement is to improve performance.
2. Avoid the performance measurement equals punishment trap.
● Create a healthy organisational environment
● Start small
● Build bottom-up and top-down simultaneously
MANDATORY SLIDE
The first purpose of performance measurement is to improve performance.
We lose this simple idea in all the fads that run through this field. We forget that the purpose of the work is to get better.
For many people, their only experience with performance measurement involves punishment.
We must create a healthy environment in our organisations where people can use the most important information about what they do to get better.
There are three ways to compare performance: To ourselves, to others and to standards.
The first order of business is comparing to ourselves. Using a baseline, we can try to do better than our own history.
We can compare to others when it is a fair comparison.
And we can compare to standards.

57. Key RBA concepts
2 key types of accountability and language discipline:
Population accountability - results / outcomes and indicators
Performance accountability - performance measures
3 types of performance measures:
How much did we do?
How well did we do it?
Is anyone better off?
7 questions from ends to means:
baselines and turning the curve – to make life better for our families / whānau, children / tamariki, and communities.
MANDATORY SLIDE
This slide outlines key RBA concepts. These concepts form the foundation of the RBA framework and we will learn more about these as we go through the presentation today.
Notes to Presenter
Just walk through these concepts at a very high level (e.g. simply read the content), to start to get some of the language into the minds of the audience.
Note that anything relating to Population Accountability is in purple text and anything relating to Performance Accountability is green text. Presenter may want to point that out to audience.
Don’t go into detail here because all of the concepts are discussed in more detail the body of the slides
This slide helps summarise and reinforce critical learning for the audience.

58. Performance Accountability
quick exercise
DISCRETIONARY SLIDE
Note to Presenters:
Sometimes, people benefit from a quick teaching opportunity to help the theory “sink in”.
If you think this is a good idea, based on your audience, you can use these two slides (75 and 76) to run a quick teaching exercise.
Go to the next slide for instructions.

59. What would you put in here?
Performance Measures for my … (insert the name of your Programme or Service here)
How much did we do?
How well did we do it?
Who are your clients?
# Clients/customers served
What would you put in here?
% client satisfaction with xxx
Is anyone better off?
% Skills / Knowledge (e.g. parenting skills)
# /
Choose one
DISCRETIONARY SLIDE
Let’s take the opportunity to practice crafting some Performance Measures, including:
a description of your Clients,
a Satisfaction measure
and one Any Better Off measure or Client Outcome.
I want you to pair up with your neighbour to complete this exercise.
You’ll recall that I talked about the four quadrants earlier on. (Note to Presenters: you may want to quickly go over or highlight key points linked to the quadrants again. Don’t click yet; just talk to the quadrants if you want to).
First, on a piece of paper in front of you, draw the four quadrants and add the labels in the quadrants:
how much, how well and any better off.
Click. Now I want you to think about a programme or service that you are working on.
Write the name of that programme or service at the top of your page as per the slide (see writing in Green).
Now, I want you to define, in the upper left quadrant, who your clients are for this programme/service (Click).
Now I want you to have a go at defining a measure in the upper right quadrant linked to satisfaction (Click)
Now I want you to have a go at defining a measure in the bottom left and bottom right quadrants linked to client outcomes or are they any better off (Click).
Write down #/% and then add an example measure linked to a category. Tip: always use the categories as pointers for this exercise.
Note to Presenters:
Wait for them to complete the example measures before you move to the next one. But don’t wait too long. This is about having a go.
Remember to refer back to the examples we have just been learning about if you get stuck …
% Attitude / Opinion (e.g. toward drugs)
# /
% Behavior (e.g. School attendance)
# /
% Circumstance (e.g. working, in stable housing)
# /

60. How Population & Performance Accountabilities Fit Together
MANDATORY SLIDE
We’ve talked about two different kinds of accountabilities - now let’s look at how they fit together.

61. THE LINKAGE Between POPULATION and PERFORMANCE
POPULATION ACCOUNTABILITY
Result: Healthy Safe Young People Youth crime rates
POPULATION
RESULT
Contribution relationship
PERFORMANCE ACCOUNTABILITY
Mentoring Programme for Young Offenders
Alignment of measures
% meeting weekly with mentor
# young people on programme
Appropriate responsibility
# reoffending
% reoffending
MANDATORY SLIDE
There are 3 important points to make which outline the linkage between population and performance accountabilities.
First, the relationship between client results/outcomes and population results is a “contribution” relationship, not a cause and effect relationship.
Reference: Friedman’s Book - Chapter 5, from p.97
What we do for our client is our contribution to what we and our partners are trying to do across the community.
Often the only difference between a population indicator and a lower right (Is anyone better off?) performance measure is the difference in scale between a client population and the total population.
Second, the contribution relationship allows us to think about how our work is aligned with what we are trying to accomplish across the community.
It allows us to think about how the measures we use at the programme level relate to those at the population level.
Third, clarity about this relationship allows us to avoid the trap of holding programmes responsible for population level change.
We can hold programmes responsible for what they do for their clients.
We must hold ourselves, across the community, responsible for the well being of the population.
CLIENT
RESULTS/OUTCOMES

62. Every time you make a presentation, use a two-part approach
Population Accountability
Result: to which you contribute to most directly.
Indicators:
Story:
Every time you make a presentation,
use a two-part approach
Partners:
What would it take?:
Your Role: as part of a larger strategy.
Your Role
Performance Accountability
Programme:
Performance measures:
MANDATORY SLIDE
Note to Presenter:
This slide is really helpful when offering advice about how people/organisations can report on the difference or value they add to both client and whole populations.
A key part of this slide is: “your role”. If providers, for example, can explain their role linked to “a larger strategy”, this solidifies the important role provider have to play at the ‘coalface’ and also at the community-wide level.
Story:
Partners:
Action plan to get better:

63. Every time you make a presentation, use a two-part approach
Population Accountability
Result: to which you contribute to most directly.
Indicators:
Story:
Every time you make a presentation,
use a two-part approach
Partners:
What would it take?:
Your Role: within the larger strategy.
Your Role
Performance Accountability
Programme:
Performance measures:
MANDATORY SLIDE
Note to Presenter:
This slide emphasises the fact that most times, the provider (for example) reports on performance accountability only.
This visual shows how a 1-component presentation does not enable the audience to see how the provider is an important stakeholder for both client and population success or wellbeing.
Story:
Partners:
Action plan to get better:

64. Different kinds of progress
1. Data
a. Population indicators:
Reporting on curves turned: % increase or decrease of the graphed data (e.g. the baseline).
b. Performance measures: Client group progress and improved service delivery: How much did we do? How well did we do it? Is anyone better off? E.g. Skills/Knowledge, Attitude/Opinion, Behaviour Change, Circumstance Change
2. Accomplishments Other positive activities accomplished, not included above.
MANDATORY SLIDE
There are different ways to report on progress. We encourage the use of both quantitative and qualitative reporting.
Notes to Presenter
This is an important slide because it clarifies that RBA is not just about numbers; it’s about the qualitative side of reporting as well.
This is important to remember because both quantitative and qualitative data/information make a powerful argument regarding effort and effect.
3. Stories Real stories that sit behind the statistics that show how individuals are better off e.g. case studies, vignettes, social media clips.

65. What’s next? A Basic Action Plan for Results Based Accountability
TRACK 1: POPULATION ACCOUNTABILITY
Establish results
Establish indicators, baselines and charts on the wall
Create a result card
Set tables (action groups) to turn curves
TRACK 2: PERFORMANCE ACCOUNTABILITY
Performance measures, and charts on the wall for programmes, agencies and service systems
Use 7 Questions manager by manager, and programme by programme, in management, budgeting and strategic planning
MANDATORY SLIDE
Implementation of results and performance accountability should proceed along three parallel tracks.

66. IN CLOSING
MANDATORY SLIDE

67. Do you want to leave your audience with: some key messages?
MANDATORY SLIDE
Note to Presenter
Add your own closing slide here …
Do you want to leave your audience with:
some key messages?
some powerful questions?
and a joke or two?

68. Kia ora / thank you! WEBSITES:
BOOK /DVD ORDERS:
MANDATORY SLIDE