This document provides an overview of Results Based Accountability (RBA), which consists of two parts: performance accountability and population accountability. Performance accountability focuses on the effectiveness of programs, agencies, and service systems in achieving results for their customer populations. Population accountability focuses on the well-being of whole populations within communities, cities, counties, states, and nations. The document defines key RBA terms and provides examples of results, indicators, and performance measures at both the population and performance levels. It also explains how population and performance accountability are linked to create alignment and appropriate responsibility across levels.
This document provides an overview of Results Based Accountability (RBA), which has two parts: population accountability and performance accountability. Population accountability focuses on the well-being of whole populations, like communities, cities, or nations. Performance accountability focuses on how well programs, agencies, and service systems are working.
The document defines key RBA terms like results, indicators, and performance measures. It provides examples of population-level results and indicators for areas like children's health, education, public safety, environment, and economy. Examples of performance accountability frameworks and report cards for evaluating services and programs are also presented. Finally, the document emphasizes using a two-part approach to apply RBA, focusing on both population-level outcomes
This document provides an overview of Outcome Based Accountability, which has two parts: Performance Accountability for programs, agencies, and service systems; and Population Accountability for whole communities, cities, counties, states, and nations. It discusses key concepts like outcomes, indicators, and performance measures. It provides examples of how these concepts have been applied in various contexts like education, health care, and community outcomes. It also discusses best practices for choosing indicators and measuring performance over time through the use of baselines and turning curves. The overall aim is to establish a common language and framework for defining and measuring progress toward important social outcomes.
This document provides an overview of Outcome Based Accountability (OBA). It discusses that OBA has two parts: performance accountability for customer populations of programs, agencies, and service systems, and population accountability for whole communities. It defines key OBA terms like outcomes, indicators, and performance measures. Examples of population outcomes are provided for children, adults, and communities. The document also shows how population and performance accountability are linked, with population outcomes aligned to the measures of service delivery.
This document provides information about results accountability, including definitions of key terms like results, indicators, and performance measures. It discusses measuring performance at both the program/agency level and population level. Performance accountability involves answering questions about effort (how much service was delivered), quality (how well service was delivered), and effect (whether anyone is better off). A variety of examples are given to illustrate results, indicators, and performance measures across different domains like education, health care, and public safety. Guidelines are offered for choosing good indicators and developing a data development agenda. The importance of comparing performance over time and to standards, rather than other programs, is also emphasized.
This document introduces the concept of Results-Based Accountability (RBA), which has two parts: performance accountability and population accountability. Performance accountability measures how well programs, agencies, and service systems are working to impact customer results. Population accountability measures the well-being of whole populations in areas like health, education, and safety. The document defines key RBA terms and provides examples of frameworks used for population and performance accountability in different jurisdictions.
This document discusses traditional budget cutting methods and an outcomes-based accountability (OBA) approach. Traditional methods include across-the-board cuts and targeting non-mandated programs with low impacts. The OBA approach involves generating options, analyzing impacts on quality of life and program performance, and deciding based on these impacts rather than political interests. Key factors in the OBA analysis include impacts on indicators of population quality of life and on performance measures of programs.
This document provides an overview of results-based accountability (RBA) and the RBA 101-OBA 101 training. It includes slides on distinguishing between results, indicators, and performance measures. It outlines the "20-60-20 rule" and presents examples of population-level and program-level results, indicators, and performance measures. The document also describes the Turn the Curve exercise and provides templates for documenting its outcomes. Key aspects of the exercise are to establish a baseline, discuss causes and potential solutions, and identify low-cost action steps.
This document provides an overview of Results Based Accountability (RBA), which has two parts: population accountability and performance accountability. Population accountability focuses on the well-being of whole populations, like communities, cities, or nations. Performance accountability focuses on how well programs, agencies, and service systems are working.
The document defines key RBA terms like results, indicators, and performance measures. It provides examples of population-level results and indicators for areas like children's health, education, public safety, environment, and economy. Examples of performance accountability frameworks and report cards for evaluating services and programs are also presented. Finally, the document emphasizes using a two-part approach to apply RBA, focusing on both population-level outcomes
This document provides an overview of Outcome Based Accountability, which has two parts: Performance Accountability for programs, agencies, and service systems; and Population Accountability for whole communities, cities, counties, states, and nations. It discusses key concepts like outcomes, indicators, and performance measures. It provides examples of how these concepts have been applied in various contexts like education, health care, and community outcomes. It also discusses best practices for choosing indicators and measuring performance over time through the use of baselines and turning curves. The overall aim is to establish a common language and framework for defining and measuring progress toward important social outcomes.
This document provides an overview of Outcome Based Accountability (OBA). It discusses that OBA has two parts: performance accountability for customer populations of programs, agencies, and service systems, and population accountability for whole communities. It defines key OBA terms like outcomes, indicators, and performance measures. Examples of population outcomes are provided for children, adults, and communities. The document also shows how population and performance accountability are linked, with population outcomes aligned to the measures of service delivery.
This document provides information about results accountability, including definitions of key terms like results, indicators, and performance measures. It discusses measuring performance at both the program/agency level and population level. Performance accountability involves answering questions about effort (how much service was delivered), quality (how well service was delivered), and effect (whether anyone is better off). A variety of examples are given to illustrate results, indicators, and performance measures across different domains like education, health care, and public safety. Guidelines are offered for choosing good indicators and developing a data development agenda. The importance of comparing performance over time and to standards, rather than other programs, is also emphasized.
This document introduces the concept of Results-Based Accountability (RBA), which has two parts: performance accountability and population accountability. Performance accountability measures how well programs, agencies, and service systems are working to impact customer results. Population accountability measures the well-being of whole populations in areas like health, education, and safety. The document defines key RBA terms and provides examples of frameworks used for population and performance accountability in different jurisdictions.
This document discusses traditional budget cutting methods and an outcomes-based accountability (OBA) approach. Traditional methods include across-the-board cuts and targeting non-mandated programs with low impacts. The OBA approach involves generating options, analyzing impacts on quality of life and program performance, and deciding based on these impacts rather than political interests. Key factors in the OBA analysis include impacts on indicators of population quality of life and on performance measures of programs.
This document provides an overview of results-based accountability (RBA) and the RBA 101-OBA 101 training. It includes slides on distinguishing between results, indicators, and performance measures. It outlines the "20-60-20 rule" and presents examples of population-level and program-level results, indicators, and performance measures. The document also describes the Turn the Curve exercise and provides templates for documenting its outcomes. Key aspects of the exercise are to establish a baseline, discuss causes and potential solutions, and identify low-cost action steps.
This document discusses Results-Based Accountability (RBA), which has two parts: population accountability and performance accountability. Population accountability focuses on the well-being of whole populations in geographic areas, while performance accountability focuses on customer populations served by specific programs and agencies. The document provides examples of population and performance measures, and emphasizes using a two-part approach when presenting programs that discusses both population accountability and performance accountability.
Achieving Measurable Collective Impact with Results-Based Accountability - Co...Clear Impact
Achieving Measurable Collective Impact with Results-Based Accountability - Common Agenda
Partners from local, state and national initiatives are working together to understand how to meet the conditions of collective impact. Organizations often seek like-minded partners in order to reach common goals. Partnerships are formed. Meetings are held. But to what end? Stakeholders are convened from numerous programs aimed at support community well-being. These partnerships often find themselves continuing to focus on the outcomes for individuals, rather than on the collective impact of aligned partners throughout the community. Over time, meeting attendance falls and partners end up falling short of measurable results. What causes these well-intentioned efforts to flounder?
This workshop series will detail how partners and stakeholders can understand and implement the five conditions of collective impact by implementing the RBA framework. Each webinar will focus on a specific condition, allowing participants to have a deeper understanding of what it takes to practically apply RBA to meet that condition. The series will also include case studies that illustrate how partner organizations can align their efforts to achieve measurable community results with sustainable change. Participants are encouraged register for the full series, as each webinar will build upon the content from previous sessions.
Check out more videos and webinars on our website: https://clearimpact.com/resources/videos/
The Power of ABCD and Results-Based Accountability for Greater Impact and Res...Clear Impact
Asset Based Community Development (ABCD) is a place-based framework pioneered by John McKnight and Jody Kretzmann, founders of the ABCD Institute at Northwestern University. ABCD builds on the gifts (skills, experiences, knowledge, and passions) of local residents, the power of local associations, and the supportive functions of local institutions to build more sustainable communities for the future.
This webinar is for participants interested in discovering how the frameworks of Asset-Based Community Development and Results-Based Accountability can be used together to help build stronger, safer, healthier communities and neighborhoods. You will learn how to build the relationships and accountability necessary to unlock the gifts of the residents, associations and organizations in a community. During this webinar you will hear stories of effective impact through the power of Asset-Based Community Development and Results-Based Accountability.
Webinar topics include:
Introduction to ABCD and RBA – Definitions & Principles
Examples of ABCD and RBA in action
Why place-based strategies and community engagement are critical
The roles of residents in building a stronger community
The new role of institutions – How institutions can use all their assets to build a stronger community
Tools for agencies – Leading by stepping back
Asset Mapping – Discover-Ask-Connect – From Mapping to Mobilizing
Check out more videos and webinars on our website: https://clearimpact.com/resources/videos/
This document discusses using a performance management system to help health departments maintain accreditation through the Public Health Accreditation Board (PHAB). It outlines three keys to an effective performance management system for reaccreditation: 1) Driving and capturing continuous improvement at every level, 2) Aggregating, engaging, and sharing data and learning across stakeholders, and 3) Linking various plans and assessments like the community health assessment, improvement plan, and department strategic plan. The document provides examples and explanations of how a performance management system can help health departments demonstrate accountability, continuous quality improvement, and advancing population health as required for PHAB reaccreditation.
Achieving Measurable Collective Impact with Results-Based Accountability - Mu...Clear Impact
Partners from local, state and national initiatives are working together to understand how to meet the conditions of collective impact. Organizations often seek like-minded partners in order to reach common goals. Partnerships are formed. Meetings are held. But to what end? Stakeholders are convened from numerous programs aimed at support community well-being. These partnerships often find themselves continuing to focus on the outcomes for individuals, rather than on the collective impact of aligned partners throughout the community. Over time, meeting attendance falls and partners end up falling short of measurable results. What causes these well-intentioned efforts to flounder?
This workshop series will detail how partners and stakeholders can understand and implement the five conditions of collective impact by implementing the RBA framework. Each webinar will focus on a specific condition, allowing participants to have a deeper understanding of what it takes to practically apply RBA to meet that condition. The series will also include case studies that illustrate how partner organizations can align their efforts to achieve measurable community results with sustainable change. Participants are encouraged register for the full series, as each webinar will build upon the content from previous sessions.
Check out more videos and webinars on our website: https://clearimpact.com/resources/videos/
Final webinar-slides-the-very-best-rba-examplesClear Impact
This document provides examples of organizations that have successfully implemented Results-Based Accountability (RBA). It summarizes implementations in Tompkins County, New York, Alameda County Public Health Department in California, the Colorado Department of Education, and United Way of Brazoria County. It also describes an RBA professional certification program.
Results-Based Accountability Professional Certification Information SessionClear Impact
With a Results-Based Accountability (RBA) Professional Certification from Clear Impact, you and your organization can
- Master the principles of RBA in a hassle-free online format,
- Expand your knowledge and skillset in performance
management,
- Become better equipped to lead data-driven initiatives
- Become more efficient at creating measurable results for your
customers and communities.
In this recorded information session and Q&A, we show you how an RBA Professional Certification can benefit you. We’ll describe the program in more detail, teach you how to get started, and answer any questions.
Performance Management for Nonprofits: Simplifying and Maximizing Organizati...Community IT Innovators
Get introduced to the tools necessary to optimize your organization’s current data, enabling you to turn data into information to tell the story of the organization’s impact in a powerful way. Contact Karen Finn of Results Leadership Group and/or Katherine Mowers of Community IT Innovators to explore how you can simplify and maximize your organization's impact data.
This presentation includes:
1. An overview of Results-based Accountability and an approach for identifying impact performance measures (activity during workshop session);
2. Where to start to assess your current organizational data and business systems in light of these performance measures;
3. An introduction to a process for reviewing software and determining a system that will be most useful to the organization’s operations.
4. An overview of software options used to support performance management, demonstrate impact and help to strategically plan for improvements.
We are happy to have a conversation about where you are at - and where you want to go - with your performance management and nonprofit business systems.
CSV NNVIA Measuring Impact of Volunteering event - Iona Joy - 27.03.15CSV_UK
Iona Joy, Head of charity team at NPC, presented on NPC's approach to measurement at the CSV conference in March 2015. NPC works at the nexus between charities and funders to increase the impact of both. NPC uses a four pillar approach to measuring impact that involves mapping a theory of change, prioritizing outcomes to measure, choosing an appropriate level of evidence, and selecting data sources and tools. An effective measurement framework is developed through this process to help charities strategically plan, deliver, assess, and review their impact.
2016 cause conference farron levy practical techniques for measuring social i...AMASanDiego
This document provides an overview of practical techniques for impact measurement. It discusses measuring inputs, outputs, and outcomes, and focuses on measuring outcomes that demonstrate social impact. The key principles covered include: measuring what is most important to investors rather than what is easiest, using a tiered approach to determine what can reasonably be claimed in terms of impact, and prioritizing the best available data sources. Timing of measurement is also addressed, emphasizing integrating it into initial planning and ongoing systems. Examples are provided to illustrate these principles in action.
Tackle troublesome behavior among youths before it leads to poor outcomes like violence, delinquency, dropping out of school, substance abuse and teen pregnancy. That lies at the heart of “prevention science.
This document provides an overview of the Evidence2Success webinar, which discusses how Evidence2Success works to help communities invest in evidence-based programs. The webinar covers:
1) An introduction to Evidence2Success and how it supports communities
2) Examples of Evidence2Success progress in Providence, including priority outcomes and programs selected
3) The role of prevention science and investing in proven programs, emphasizing the use of data and research-based strategies
4) How strategic financing can help communities better coordinate investments and redirect spending to proven programs
Attendees are invited to ask questions during the webinar using the Q&A function.
Using the project-level Women's Empowerment in Agriculture Index (pro-WEAI) f...CGIAR
This presentation was given by Hazel Malapit, Jessica Heckert and Elena Martinez (A4NH / IFPRI), as part of the Annual Gender Capacity Development Workshop hosted by the CGIAR Collaborative Platform for Gender Research. The event took place on 27-28 September 2018 in Addis Ababa, Ethiopia, hosted by the International Livestock Research Institute (ILRI) and co-organized with KIT Royal Tropical Institute.
See more info at: http://gender.cgiar.org/gender_events/annual-conference-2018/
ChildStory District Solutions Showcase - Barnardos/GamificationChildStory
On 5 February we held a showcase of seven simple technology solutions that were thought up, designed and tested by Districts.
These solutions not only have the potential to make an immediate impact, but are critical in designing the range of broader technical solutions the ChildStory program will deliver.
Over one hundred frontline staff from across the state, the FACS Secretary and the program team came to Alexandria to see the progress of seven innovative solutions, but also to get hands-on experience using them to evaluate how they could support practice.
This is the presentation from one of the companies we're working with.
This document outlines a plan to improve child and family well-being through outcome accountability. It discusses establishing baselines, understanding current conditions, identifying effective partners and strategies, and creating an action plan and iterative process to track progress over time on key indicators through data and research. The plan is locally owned and focused on deep engagement rather than broad coverage.
This document contains a series of absurd and fictional news stories and advertisements, as evidenced by the frequent copyright notices for "Dick Sharp" and lack of credible sources. The stories include an octopus that can read fortunes, a couple of Playboy bunnies that became nuns after meeting the Pope, and a text being received from inside a crocodile's stomach after it swallowed a Mini Cooper. The document reads like a satirical work and does not contain any factual summaries.
The document discusses seeds, seeding, and what may grow from seeds. It references a Comenius Multilateral Project called "The Seasons" that took place from 2013 to 2015 at Katyčių pagrindinė mokykla in Šilutės, Lithuania. It describes planting a seed - putting it in a little soil in a small pot or hole, wishing for it to grow, and giving it a little sun and water. With a little time, the seed may grow into a flower.
Quick Dick News #6 - if The Onion had a drive-thru window, this is what it wo...d1ck_sh6rp
The document appears to be a collection of satirical news snippets and jokes from "Dick Sharp News#6". It touches on topics like allowing patients to die on the toilet at the Elvis Hospice, an octuplet couple getting divorced and splitting custody of their eight kids with unusual names, Barack Obama wanting a sex change after his presidency to open a dance club, and a Tennessee hillbilly making moonshine flavors out of Elvis sweat from a creek near Graceland. The document maintains a satirical and humorous tone throughout.
UML (Unified Modeling Language) is a modeling language used to visualize, specify, construct, and document software systems. The document discusses class diagrams, use case diagrams, and sequence diagrams as common UML diagram types and provides an example of a class diagram for a Java space shooter game project on GitHub.
- The document discusses the history of food and cooking in the United States, from the dishes of early cowboys on cattle drives to the development of American cuisine through immigration. It provides details on representative American dishes that originated from other cultures, popular restaurants, influential chefs, and one of the earliest American cookbooks. The cuisine is described as a mix of national styles interpreted by immigrants from many places.
This document discusses Results-Based Accountability (RBA), which has two parts: population accountability and performance accountability. Population accountability focuses on the well-being of whole populations in geographic areas, while performance accountability focuses on customer populations served by specific programs and agencies. The document provides examples of population and performance measures, and emphasizes using a two-part approach when presenting programs that discusses both population accountability and performance accountability.
Achieving Measurable Collective Impact with Results-Based Accountability - Co...Clear Impact
Achieving Measurable Collective Impact with Results-Based Accountability - Common Agenda
Partners from local, state and national initiatives are working together to understand how to meet the conditions of collective impact. Organizations often seek like-minded partners in order to reach common goals. Partnerships are formed. Meetings are held. But to what end? Stakeholders are convened from numerous programs aimed at support community well-being. These partnerships often find themselves continuing to focus on the outcomes for individuals, rather than on the collective impact of aligned partners throughout the community. Over time, meeting attendance falls and partners end up falling short of measurable results. What causes these well-intentioned efforts to flounder?
This workshop series will detail how partners and stakeholders can understand and implement the five conditions of collective impact by implementing the RBA framework. Each webinar will focus on a specific condition, allowing participants to have a deeper understanding of what it takes to practically apply RBA to meet that condition. The series will also include case studies that illustrate how partner organizations can align their efforts to achieve measurable community results with sustainable change. Participants are encouraged register for the full series, as each webinar will build upon the content from previous sessions.
Check out more videos and webinars on our website: https://clearimpact.com/resources/videos/
The Power of ABCD and Results-Based Accountability for Greater Impact and Res...Clear Impact
Asset Based Community Development (ABCD) is a place-based framework pioneered by John McKnight and Jody Kretzmann, founders of the ABCD Institute at Northwestern University. ABCD builds on the gifts (skills, experiences, knowledge, and passions) of local residents, the power of local associations, and the supportive functions of local institutions to build more sustainable communities for the future.
This webinar is for participants interested in discovering how the frameworks of Asset-Based Community Development and Results-Based Accountability can be used together to help build stronger, safer, healthier communities and neighborhoods. You will learn how to build the relationships and accountability necessary to unlock the gifts of the residents, associations and organizations in a community. During this webinar you will hear stories of effective impact through the power of Asset-Based Community Development and Results-Based Accountability.
Webinar topics include:
Introduction to ABCD and RBA – Definitions & Principles
Examples of ABCD and RBA in action
Why place-based strategies and community engagement are critical
The roles of residents in building a stronger community
The new role of institutions – How institutions can use all their assets to build a stronger community
Tools for agencies – Leading by stepping back
Asset Mapping – Discover-Ask-Connect – From Mapping to Mobilizing
Check out more videos and webinars on our website: https://clearimpact.com/resources/videos/
This document discusses using a performance management system to help health departments maintain accreditation through the Public Health Accreditation Board (PHAB). It outlines three keys to an effective performance management system for reaccreditation: 1) Driving and capturing continuous improvement at every level, 2) Aggregating, engaging, and sharing data and learning across stakeholders, and 3) Linking various plans and assessments like the community health assessment, improvement plan, and department strategic plan. The document provides examples and explanations of how a performance management system can help health departments demonstrate accountability, continuous quality improvement, and advancing population health as required for PHAB reaccreditation.
Achieving Measurable Collective Impact with Results-Based Accountability - Mu...Clear Impact
Partners from local, state and national initiatives are working together to understand how to meet the conditions of collective impact. Organizations often seek like-minded partners in order to reach common goals. Partnerships are formed. Meetings are held. But to what end? Stakeholders are convened from numerous programs aimed at support community well-being. These partnerships often find themselves continuing to focus on the outcomes for individuals, rather than on the collective impact of aligned partners throughout the community. Over time, meeting attendance falls and partners end up falling short of measurable results. What causes these well-intentioned efforts to flounder?
This workshop series will detail how partners and stakeholders can understand and implement the five conditions of collective impact by implementing the RBA framework. Each webinar will focus on a specific condition, allowing participants to have a deeper understanding of what it takes to practically apply RBA to meet that condition. The series will also include case studies that illustrate how partner organizations can align their efforts to achieve measurable community results with sustainable change. Participants are encouraged register for the full series, as each webinar will build upon the content from previous sessions.
Check out more videos and webinars on our website: https://clearimpact.com/resources/videos/
Final webinar-slides-the-very-best-rba-examplesClear Impact
This document provides examples of organizations that have successfully implemented Results-Based Accountability (RBA). It summarizes implementations in Tompkins County, New York, Alameda County Public Health Department in California, the Colorado Department of Education, and United Way of Brazoria County. It also describes an RBA professional certification program.
Results-Based Accountability Professional Certification Information SessionClear Impact
With a Results-Based Accountability (RBA) Professional Certification from Clear Impact, you and your organization can
- Master the principles of RBA in a hassle-free online format,
- Expand your knowledge and skillset in performance
management,
- Become better equipped to lead data-driven initiatives
- Become more efficient at creating measurable results for your
customers and communities.
In this recorded information session and Q&A, we show you how an RBA Professional Certification can benefit you. We’ll describe the program in more detail, teach you how to get started, and answer any questions.
Performance Management for Nonprofits: Simplifying and Maximizing Organizati...Community IT Innovators
Get introduced to the tools necessary to optimize your organization’s current data, enabling you to turn data into information to tell the story of the organization’s impact in a powerful way. Contact Karen Finn of Results Leadership Group and/or Katherine Mowers of Community IT Innovators to explore how you can simplify and maximize your organization's impact data.
This presentation includes:
1. An overview of Results-based Accountability and an approach for identifying impact performance measures (activity during workshop session);
2. Where to start to assess your current organizational data and business systems in light of these performance measures;
3. An introduction to a process for reviewing software and determining a system that will be most useful to the organization’s operations.
4. An overview of software options used to support performance management, demonstrate impact and help to strategically plan for improvements.
We are happy to have a conversation about where you are at - and where you want to go - with your performance management and nonprofit business systems.
CSV NNVIA Measuring Impact of Volunteering event - Iona Joy - 27.03.15CSV_UK
Iona Joy, Head of charity team at NPC, presented on NPC's approach to measurement at the CSV conference in March 2015. NPC works at the nexus between charities and funders to increase the impact of both. NPC uses a four pillar approach to measuring impact that involves mapping a theory of change, prioritizing outcomes to measure, choosing an appropriate level of evidence, and selecting data sources and tools. An effective measurement framework is developed through this process to help charities strategically plan, deliver, assess, and review their impact.
2016 cause conference farron levy practical techniques for measuring social i...AMASanDiego
This document provides an overview of practical techniques for impact measurement. It discusses measuring inputs, outputs, and outcomes, and focuses on measuring outcomes that demonstrate social impact. The key principles covered include: measuring what is most important to investors rather than what is easiest, using a tiered approach to determine what can reasonably be claimed in terms of impact, and prioritizing the best available data sources. Timing of measurement is also addressed, emphasizing integrating it into initial planning and ongoing systems. Examples are provided to illustrate these principles in action.
Tackle troublesome behavior among youths before it leads to poor outcomes like violence, delinquency, dropping out of school, substance abuse and teen pregnancy. That lies at the heart of “prevention science.
This document provides an overview of the Evidence2Success webinar, which discusses how Evidence2Success works to help communities invest in evidence-based programs. The webinar covers:
1) An introduction to Evidence2Success and how it supports communities
2) Examples of Evidence2Success progress in Providence, including priority outcomes and programs selected
3) The role of prevention science and investing in proven programs, emphasizing the use of data and research-based strategies
4) How strategic financing can help communities better coordinate investments and redirect spending to proven programs
Attendees are invited to ask questions during the webinar using the Q&A function.
Using the project-level Women's Empowerment in Agriculture Index (pro-WEAI) f...CGIAR
This presentation was given by Hazel Malapit, Jessica Heckert and Elena Martinez (A4NH / IFPRI), as part of the Annual Gender Capacity Development Workshop hosted by the CGIAR Collaborative Platform for Gender Research. The event took place on 27-28 September 2018 in Addis Ababa, Ethiopia, hosted by the International Livestock Research Institute (ILRI) and co-organized with KIT Royal Tropical Institute.
See more info at: http://gender.cgiar.org/gender_events/annual-conference-2018/
ChildStory District Solutions Showcase - Barnardos/GamificationChildStory
On 5 February we held a showcase of seven simple technology solutions that were thought up, designed and tested by Districts.
These solutions not only have the potential to make an immediate impact, but are critical in designing the range of broader technical solutions the ChildStory program will deliver.
Over one hundred frontline staff from across the state, the FACS Secretary and the program team came to Alexandria to see the progress of seven innovative solutions, but also to get hands-on experience using them to evaluate how they could support practice.
This is the presentation from one of the companies we're working with.
This document outlines a plan to improve child and family well-being through outcome accountability. It discusses establishing baselines, understanding current conditions, identifying effective partners and strategies, and creating an action plan and iterative process to track progress over time on key indicators through data and research. The plan is locally owned and focused on deep engagement rather than broad coverage.
This document contains a series of absurd and fictional news stories and advertisements, as evidenced by the frequent copyright notices for "Dick Sharp" and lack of credible sources. The stories include an octopus that can read fortunes, a couple of Playboy bunnies that became nuns after meeting the Pope, and a text being received from inside a crocodile's stomach after it swallowed a Mini Cooper. The document reads like a satirical work and does not contain any factual summaries.
The document discusses seeds, seeding, and what may grow from seeds. It references a Comenius Multilateral Project called "The Seasons" that took place from 2013 to 2015 at Katyčių pagrindinė mokykla in Šilutės, Lithuania. It describes planting a seed - putting it in a little soil in a small pot or hole, wishing for it to grow, and giving it a little sun and water. With a little time, the seed may grow into a flower.
Quick Dick News #6 - if The Onion had a drive-thru window, this is what it wo...d1ck_sh6rp
The document appears to be a collection of satirical news snippets and jokes from "Dick Sharp News#6". It touches on topics like allowing patients to die on the toilet at the Elvis Hospice, an octuplet couple getting divorced and splitting custody of their eight kids with unusual names, Barack Obama wanting a sex change after his presidency to open a dance club, and a Tennessee hillbilly making moonshine flavors out of Elvis sweat from a creek near Graceland. The document maintains a satirical and humorous tone throughout.
UML (Unified Modeling Language) is a modeling language used to visualize, specify, construct, and document software systems. The document discusses class diagrams, use case diagrams, and sequence diagrams as common UML diagram types and provides an example of a class diagram for a Java space shooter game project on GitHub.
- The document discusses the history of food and cooking in the United States, from the dishes of early cowboys on cattle drives to the development of American cuisine through immigration. It provides details on representative American dishes that originated from other cultures, popular restaurants, influential chefs, and one of the earliest American cookbooks. The cuisine is described as a mix of national styles interpreted by immigrants from many places.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document contains a Christmas greeting from Katyciai Basic School in Silute Region. It describes December as the last month of the year but the best because it brings Christmas. It encourages being good so Santa will bring presents and helping around the house to earn good presents. It wishes everyone a Merry Christmas to spend with loved ones.
Early childhood art education a palimpsestMiraAlmirys
This document summarizes the history and debates around teaching art to young children. It discusses how some advocate for a hands-off approach where children freely explore materials, while others argue this still constitutes teaching through guidance and modeling. Over time, views have shifted from seeing art as natural self-expression to emphasizing social interaction and cognitive development. While new research promotes interactive art education, traditional views emphasizing non-interference from teachers still dominate practice in Australian early childhood settings.
Jordan Wilson is an earned media consultant who specializes in supercharging digital marketing campaigns. The document provides advice on adapting SEO strategies in response to Google's Penguin updates. It recommends auditing backlinks to identify potentially problematic links, focusing on quality over quantity, and creating great unique content while building relationships with authority sites to secure high-quality backlinks. The key is playing the long game with SEO rather than expecting immediate results.
Questionnaire "What do I already know about partner countries and what would ...katyciai1
The document summarizes the responses from a questionnaire completed by 68 students at Katyčiai Basic School of Šilutė Region in Lithuania. The questionnaire asked students about what they know of the partner countries in the Comenius Multilateral Project "The Seasons" running from 2013-2015. The majority of students were able to identify the partner countries on a map, recognize the flags, and identify the capital cities. They also showed knowledge of greetings in different languages. Most students expressed interest in learning about sports, food, games, traditions, and famous people of the partner countries.
The document is a report from students of the 5th grade at Katyciai basic school of Silute region titled "Our Favourites". It provides a list of favorite things among the students such as music artists, movies, sports and hobbies.
Autumn pictures made of leaves and flowerskatyciai1
This document is about a Comenius Multilateral Project called "The Seasons" that took place from 2013 to 2015 at Katyčių pagrindinė mokykla, a primary school in Šilutės r., Lithuania. The project involved creating pictures of autumn leaves and flowers. It received funding from the European Commission.
Perusahaan Bestindo Network merupakan anak perusahaan dari holding Bestindo Corp yang bergerak dalam bidang perdagangan, properti, teknologi informasi, investasi, pertanian, dan promosi. Perusahaan ini memiliki visi menjadi perusahaan jaringan pemasaran terbaik di Indonesia yang inovatif dan profesional untuk kesejahteraan semua pihak.
This document is about a project called "The Seasons" that took place from 2013 to 2015 at Katyčių pagrindinė mokykla, a primary school in Šilutės r., Lithuania. The project involved colors of summer and was part of a Comenius Multilateral Project funded by the European Commission.
This document discusses Results Based Accountability (RBA), which has two parts: population accountability about the well-being of whole populations, and performance accountability about customer populations served by programs and agencies. It provides definitions for key RBA terms like results, indicators, and performance measures. Examples are given of RBA frameworks used in different jurisdictions to define desired outcomes in areas like education, economic development, and public safety. The status and worldwide adoption of RBA is also summarized.
This document discusses Outcomes or Results Based Accountability (OBA). It provides examples of OBA in practice in the UK, focusing on community participation and defining outcomes. Examples include Portsmouth defining 8 outcomes for children and turning the curve on bullying. Cardiff defined 7 outcomes for the city. Housing associations also used OBA to improve housing stock and tenant quality of life. The document concludes with top 10 tips for OBA practice, emphasizing starting with outcomes, cultural change, and community involvement in finding low-cost solutions.
This document discusses outcomes-based accountability (OBA), which focuses on population-level outcomes and indicators to measure community well-being. It provides examples of OBA practices in the UK that engage communities to identify issues and solutions. Key points include: defining outcomes and indicators for issues like crime rates, education, and health; turning the curve exercises to understand causes and find low-cost solutions; and reporting cards to track community progress over time. The document outlines good practices from areas like Portsmouth, Cardiff, and North Devon that actively involve residents to improve population well-being.
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This document provides an overview of Results-Based Accountability (RBA), which has two parts: performance accountability and population accountability. Performance accountability focuses on the well-being of populations served by programs, agencies, and service systems. Population accountability focuses on the well-being of whole populations at the community, city, and larger levels. The document outlines key RBA concepts like results, indicators, and performance measures. It also provides examples of applying RBA frameworks to measure outcomes in different domains like education, health, public safety, and the private sector.
Results-Based Accountability ™ is a performance management framework outlined by performance outcomes specialist Mark Friedman in “Trying Hard is Not Good Enough.” More than 600 of Vermont’s nonprofit and state government leaders have been trained to use RBA to answer these critical performance questions: How much are we doing? How well are we doing it? Is anyone better off? Learn how to promote the “culture of accountability” within your business, organization or coalition. Benchmarks for a Better Vermont offers this 90-minute RBA overview/refresher using examples from Vermont’s farm and food systems sector.
This document provides an overview of Results Based Accountability (RBA), a framework for improving outcomes. It discusses two types of accountability: population accountability focuses on whole populations, while performance accountability focuses on client populations and service systems. RBA uses a common language of results, indicators, and performance measures. It advocates starting with desired ends or results, and provides tools like the "turn the curve" report to analyze data and partner to improve performance. The goal is to link population and performance accountability to drive better results.
The document discusses challenges in commissioning children and young people's services with less resources. It emphasizes the need to focus on outcomes rather than activities, and using performance measures to evaluate how much was done, how well it was done, and if anyone is better off. Key terms around outcomes, indicators, and performance measures are explained. The importance of customer experience and engagement is highlighted.
The document discusses challenges in commissioning children and young people's services with less resources. It emphasizes the need to focus on outcomes rather than activities, and using performance measures to evaluate how much was done, the quality of services, and if customers are better off. Key terms around outcomes, indicators and performance measures are explained. Resources for managing change are provided. The importance of customer focus and an integrated approach are highlighted.
Creating Your Accountability BlueprintClear Impact
This document outlines four steps for public health departments to create an accountability blueprint to align their community health assessment, community health improvement plan, and strategic plan. The first step is to separate accountability for population health outcomes from accountability for agency performance. The second step is to appropriately assign population health indicators and performance measures. The third step is to work sequentially from population accountability to performance accountability. The fourth step is to automate the accountability blueprint using a performance management data system. Creating such an accountability blueprint can help public health departments maximize their impact on population health.
The document is a presentation on making monitoring and evaluation (M&E) accessible to grassroots organizations. It discusses guiding principles for M&E with grassroots groups, including meeting them where they are and building their ability to do their own M&E. It defines key M&E concepts like monitoring, evaluation, outputs, outcomes and impacts. Challenges grassroots groups face with M&E are addressed, and tips are provided on collecting and analyzing data in a simple way and focusing on organizational ownership of M&E.
The document is a presentation on making monitoring and evaluation (M&E) accessible to grassroots organizations. It discusses guiding principles for M&E with grassroots groups, including meeting them where they are and building their ability to do their own M&E. It explains the differences between monitoring, evaluation, outputs, outcomes and impact. Challenges to M&E for grassroots groups are addressed, and tips provided on collecting and analyzing data simply and involving the community. The goal is for groups to use M&E for learning and improving programs while not being overburdened by it.
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Similar to Results based accountability 101 20 min Australia, NSW (2007) (20)
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Results based accountability 101 20 min Australia, NSW (2007)
1. Results
Accountability
The Fiscal Policy Studies Institute
Santa Fe, New Mexico
Websites
raguide.org
resultsaccountability.com
Book - DVD Orders
amazon.com
resultsleadership.org
2.
3.
4. Results Based Accountability
is made up of two parts:
Performance Accountability
about the well-being of
CUSTOMER POPULATIONS
For Programs – Agencies – and Service Systems
Population Accountability
about the well-being of
WHOLE POPULATIONS
For Communities – Cities – Counties – States - Nations
5. 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
Lewis Carroll Center for Language Disorders
Measurable urgent systemic indicatorsCore qualitative strategic objectivesYour made up jargon here
6. 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:
= Customer Results
PopulationPerformance
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
PopulationPerformance
= Customer Results
7. From Ends to Means
ENDS
MEANS
From Talk to Action
PopulationPerformance
RESULT or OUTCOME
INDICATOR or BENCHMARK
PERFORMANCE
MEASURE
Customer result = Ends
Service delivery = Means
From Talk to Action
9. Community Outcomes
for 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, Fund and Creativity
● A City of Lifelong Learning
● An Attractive and Well-Designed City
10. Every Child Matters – Children Act
Outcomes for Children and Young People
Being Healthy: enjoying good physical and mental health and living a
healthy lifestyle.
Staying Safe: being protected from harm and neglect and growing up able
to look after themselves.
Enjoying and Achieving: getting the most out of life and developing
broad skills for adulthood.
Making a Positive Contribution: to the community and to society
and not engaging in anti-social or offending behaviour.
Economic Well-being: overcoming socio-economic disadvantages to
achieve their full potential in life.
11. Georgia Policy Council
for Children and Families
RESULTS
● Healthy Children
● Children Ready for School
● Children Succeeding in School
● Strong Families
● Self Sufficient Families
15. Leaking Roof
(Results thinking in everyday life)
Experience
Measure
Story behind the baseline (causes)
Partners
What Works
Action Plan
Inches of Water
BASELINE
? Fixed
Not OK
Turning the Curve
Action Plan #2
22. How much
did we do?
Program Performance Measures
How well
did we do it?
Is anyone
better off?
Quantity Quality
EffectEffort
# %
23. How much did we do?
Drug/Alcohol Treatment Program
How well did we do it?
Is anyone better off?
Number of
persons
treated
Unit
cost of
treatment
Number of clients
off of alcohol &
drugs
- at exit
- 12 months after exit
Percent of clients
off of alcohol &
drugs
- at exit
- 12 months after exit
24. How much did we do?
Home Visiting
How well did we do it?
Is anyone better off?
Quantity Quality
EffectEffort
# of home
visits
% of homes
visited
Unit cost
% parents reading to
their children x hrs/wk
% breast feeding to 18
months
% with substantiated
CA/CN
# parents reading to
their children
# breast feeding to 18
months
# with substantiated
CA/CN
29. Contribution
relationship
Alignment
of measures
Appropriate
responsibility
THE LINKAGE Between POPULATION and PERFORMANCE
POPULATION ACCOUNTABILITY
Healthy Births
Rate of low birth-weight babies
Stable Families
Rate of child abuse and neglect
Children Ready for School
Percent fully ready per K-entry assessment
CUSTOMER
RESULTS
# of
women
served
%
attendance
Unit cost
# low
birth-weight
births (for
participating
women)
PERFORMANCE ACCOUNTABILITY
POPULATION
RESULTS
Pre-natal Nutrition Program
% low
birth-weight
births (for
participating
women)
30. Every time
you make a
presentation,
use a
two-part
format
Result: to which you contribute to most directly.
Indicators:
Story:
Partners:
What would it take?:
Your Role: within the larger strategy.
Population Accountability
Program:
Performance measures:
Story:
Partners:
Action plan to get better:
Performance Accountability
Your Role
31. Contribution
relationship
Alignment
of measures
Appropriate
responsibility
THE LINKAGE Between POPULATION and PERFORMANCE
POPULATION ACCOUNTABILITY
Healthy Births
Rate of low birth-weight babies
Stable Families
Rate of child abuse and neglect
Children Ready for School
Percent fully ready per K-entry assessment
CUSTOMER
RESULTS
# of
investigations
completed
% initiated
within 24 hrs
of report
# repeat
Abuse/Neglect
% repeat
Abuse/Neglect
PERFORMANCE ACCOUNTABILITY
Child Welfare Program
POPULATION
RESULTS
Child Welfare Program
35. Turn the Curve
Exercise
Fiscal Policy Studies Institute
Santa Fe, New Mexico
www.resultsaccountability.com
www.raguide.org
36. Creating a Working Baseline
from Group Knowledge
Now
High School Graduation Rate
75% Not OK?
Backcasting
Forecasting
37. 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 2010) – 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
38. Program: _______________
Performance Measure
(Lay definition)Performance
Measure
Baseline
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
Sharp
Edges
4. --------- Off the Wall
4. --------- Off the Wall
39. - Dave Barry
Never be afraid to try something new.
Remember that a lone amateur
built the Ark.
A large group
of professionals built the Titanic.
Editor's Notes
Sometimes you only have 20 minutes to present the basic ideas of Results Accountability. Here is a selected set of slides that I have used in that situation. You may want to replace the results examples and the turn the curve examples with slides you’re more familiar with. Good luck.
Mark
Introduction and the difference between population and performance accountability: We are going to talk about two different kinds of accountability: Accountability for whole populations, like all children in Los Angeles, all elders in Chicago, all residents of North Carolina. This first kind of accountability is not the responsibility of any one agency or program. 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 health department.” It’s got the word health in it and so it must be the responsibility of the health department. And yet one of the things we have learned in the last 50 years is that the health department by itself can’t possibly produce health for all children without the active participation of many other partners. And that’s the nature of this first kind of accountability. It’s not about the health department. It’s about the kind of cross community partnerships necessary to make progress on quality of life for any population. Now the second kind of accountability, Performance Accountability, is about the health department. It’s about the programs and services we provide, and our role as managers, making sure our programs are working as well as possible. These are two profoundly different kinds of accountability. We going to talk about how to do each one well and then how they fit back together again.
The Language Trap: Now you’ve seen all these words before. Read the outer ring of words. And then you get these modifiers in the middle. Read some or all of the inner ring of words. This page 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 the hell that means. And I guarantee you’ll get away with it too, because people will be too embarrassed to ask you what you mean. I have 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?
So what we did a few years ago is develop a set of definitions that would allow us to have a disciplined conversation about this very complex work we’re trying to do. Now the purpose of these definitions is not to impose words on people. Words like “result” or “outcome” are just labels for ideas. If you think about if for a minute, that’s what words are, labels for ideas. And the same idea can have many different labels. What’s important here are not the labels. You can pick whatever labels you like. What important are the ideas, and that we manage to keep three ideas separate at the beginning of this work. Read the ideas and the examples for Results and Indicators.
Now this last category, performance measures…. Are measures of how well a program, agency or service system is working. Now there are many different ways to categorize performance measures, but I believe that all performance measures can be categorized into one of these three categories: How much did we do? How well did we do it? Is anyone better off? And this last category we sometimes call “customer results” or “customer outcomes.”
And if you do nothing else in terms of your language convention, I would strongly encourage you…. That whenever you want to use a word like “outcome” or “result” and you’re talking about a program or agency, put a modifier in front of it. Call if “program results” or “client outcomes,” something to distinguish it from the use of the words results and outcome to mean the whole population. This is the single biggest source of language confusion in the U.S. today.
The Language of Accountability
From www.raguide.org
The most common problem in this work is the problem of language. People come to the table from many different disciplines and many different walks of life. And the way in which we talk about programs, services and populations varies, literally, all over the map. This means that the usual state of affairs in planning for children, families, adults, elders and communities is a Tower of Babel, where no one really knows what the other person is saying, but everyone politely pretends that they do. As a consequence, the work is slow, frustrating and often ineffective.It is possible to exercise language discipline in this work. And the way to do this is to agree on a set of definitions that start with ideas and not words.
Words are just labels for ideas. And the same idea can have many different labels. The following four ideas are the basis for definitions used at the beginning of this work. Alternative labels are offered:
Results (or outcomes or goals) are conditions of well-being for children, adults, families or communities, stated in plain English (or plain Spanish, or plain Korean...). They are things that voters and taxpayers can understand. They are not about programs or agencies or government jargon. Results include: "healthy children, children ready for school, children succeeding in school, children staying out of trouble, strong families, elders living with dignity in setting they prefer, safe communities, a healthy clean environment, a prosperous economy." (An interesting alternative definition of a result is provided by Con Hogan: "A condition of well-being for people in a place - stated as a complete sentence." This suggests a type of construction for a result statement as "All ______ in ______ are _____." e.g. All babies in Vermont are born healthy.")
Indicators (or benchmarks) are measures which help quantify the achievement of a result. They answer the question "How would we recognize these results in measurable terms if we fell over them?" So, for example, the rate of low-birthweight babies helps quantify whether we're getting healthy births or not. Third grade reading scores help quantify whether children are succeeding in school today, and whether they were ready for school three years ago. The crime rate helps quantify whether we are living in safe communities, etc.
Strategies are coherent collections of actions which have a reasoned chance of improving results. Strategies are made up of our best thinking about what works, and include the contributions of many partners. No single action by any one agency can create the improved results we want and need.
Performance Measures are measures of how well public and private programs and agencies are working. The most important performance measures tell us whether the clients or customers of the service are better off. We sometimes refer to these measures as client or customer results (to distinguish them from cross-community population results for all children, adults or families). It is sometimes useful to distinguish "program performance measures," from "agency performance measures" from "service system performance measures."
The principal distinction here is between ends and means. Results and indicators are about the ends we want for children and families. And strategies and performance measures are about the means to get there. Processes that fail to make these crucial distinctions often mix up ends and means. And such processes tend to get mired in the all-talk-no-action circles that have disillusioned countless participants in past efforts. You actually have choices about which labels to use in your work. And clarity about language at the start will help you take your work from talk to action.
What Mission and Vision, Values, Goals, Objectives, Problems, Issues Inputs and Outputs?
Many of us have grown up with these traditional words in strategic planning and budgeting. Where do they fit?
First, remember that words are just labels for ideas. These seven words have no natural standard definition that bridges across all the different ways they are used. They are terms of art which can and are used to label many different ideas. This is why we pay so much attention to getting language discipline straight at the very beginning. It's the ideas that are important not the words. So you can choose to label the ideas in this guide with any words you like, provided you are consistent.
The word "mission" is usually used in relation to an organization, agency, program, initiative or effort. It is therefore mostly used in connection with agency or program performance accountability. Mission statements are usually concise statements of the purpose of an organization, sometimes also telling why and how the organization does what it does. Mission statements can be useful tools in communicating with internal and external stakeholders. It is possible to construct a mission statement from the performance measurement ideas in the upper right ("How well did we deliver service?") and lower right ("Is anyone better off?") quadrants of the performance measurement framework: For example: "Our mission is to help our clients become self sufficient ("Is anyone better off?" lower right) by providing timely, family friendly, culturally competent job training services ("How well did we deliver service?" upper right)." One mistake that is often made is that organizations spend months and sometimes years trying to craft the perfect mission statement before any other work can proceed. In the FPSI framework, mission statements are set aside, allowing the work of identifying and using performance measures to proceed quickly. Then, on a parallel track a small group can, if it is useful, use the work of the performance measurement groups to craft a workable mission statement.
The word "vision" is often used to convey a picture of a desired future, often one that is hard but possible to attain. This is a powerful idea. And in fact one can think of the set of desired results for children and families as one way of articulating such a vision. "We want our community to be one which is safe and supportive, where all children are healthy and ready for school, where all children succeed in school, and grow up to be productive and contributing adults." This is an example of a vision statement made up of desired results or ends. It is possible to craft such a statement before or after the development of results.
The word "values" in some ways defies definition. It is about what we hold most dear, how we view right and wrong, how we believe we should act, and how those beliefs are, in fact, reflected in our actions. Our values underlie all of the work we do. And that is nowhere more true than in the work on the well-being of children, families and communities. Our values will guide our choice of results for children and families and the decisions we make about how we and our partners take action to improve those results.
The word "goal" is often used interchangeably with "result and outcome" to label the idea of a condition of well-being for children, adults, families or communities (as in the case of Georgia, Missouri and Oregon for example). The word goal has many other common usages as well. It often serves as an all-purpose term to describe a desired accomplishment. "My goal for this month is to fix the roof." "Our goal is to increase citizen participation in the planning process." " The primary goal of the child welfare system is to keep children safe." and so forth. The word goal (or target) is sometimes used to describe the desired future level of achievement for an indicator or performance measure. "Our goal is 95% high school graduation in 5 years." "Our goal is to improve police response time to under 3 minutes." These are widely different usages. Still another use of the word "goal" is in relation to an implementation plan. Given a strategy and action plan to improve a particular result (children ready for school for example), it is possible to structure the action plan as a series of planned accomplishments (goals) with timetables and assigned implementation responsibility. For example, a goal in a "children ready for school plan" might be to "increase funding for child care by 25% this year and 50% next year." This is a specific action which will contribute to achieving the result. There is nothing wrong with any of these usages, provided they are clearly distinguished, used consistently and do not confuse the underlying concepts labeled results, indicators, strategies and performance measures discussed above.
The word "objective" is often paired with the word goal to specify what amount to a series of "subgoals" required to achieve the "higher" goal. The set of terms "mission, goal and objective" have a long history in the military to describe the strategic and tactical components of a large or small action or engagement. And some of their usage in the business sector and the public and private service sector derives from this history. In this framework, the terms goal and objective are most often used to structure the action plan and specify who will do what, how, and by when.
The words "problem" and "issue" are used in more ways that just about any planning term. They can be used to describe almost anything. "The problem with this computer is that the keyboard is too small." "The problem with our community is that there is not a safe place for children to play." "We must solve the issue of affordability if we are to provide child care for all who need it." These are three different uses of the words and there are countless others. Again, there is nothing wrong with any of these usages, provided that they do not interfere with the language discipline discussed above about ends and means.
The words "input" and "output" are commonly used categories for performance measures. There is no standard usage. The word "input" is most often used to describe the staff and financial resources which serve to generate "outputs." "Outputs" are most often units of service.
Change Agent vs. Industrial Models: Much of the tradition of performance measurement comes from the private sector and in particular the industrial part of the private sector. Work measurement - dating back to the time and motion studies of the late 19th and early 20th centuries - looked at how to improve production. Industrial processes turn raw materials into finished products. The raw materials are the inputs; the finished products are the outputs.
This model does not translate very well to public or private sector enterprises which provide services. It does not make much sense to think of clients, workers and office equipment as inputs to the service sausage machine, churning out satisfied, cured or fixed clients. Instead we need to begin thinking about services in terms of the change agent model. In this model, the agency or program provides services which act upon the environment to produce demonstrable changes in the well-being of clients, families, or communities. If the input/output language is maintained, then providing service is the input, change in customers' lives is the output.
One common situation illustrates the problems which arise when industrial model thinking is applied to services. It is the belief that the number of clients served is an output. ("We have assembled all these workers in all this office space; and we are in the business of processing unserved clients into served clients.") This misapplication of industrial performance concepts to services captures much of what is wrong with the way we measure human service performance today. "Number of clients served" is not an output. It is an input, an action which should lead to a change in client or social conditions - the real output we're looking for. ("We served 100 clients - input - and 50 of them got jobs - output - and 40 of them still had jobs a year later - even more important output.") This is a whole different frame of mind and a whole different approach to performance measurement.
A closely related industrial model problem involves treating dollars spent as inputs, and clients served as outputs. In this distorted view, dollars are raw materials, and whatever the program happens to do with those dollars are outputs. It's easy to see why this over-simplification fails to meet the public's need for accountability. In this construct, the mere fact that the government spent all the money it received is a type of performance measurement. This is surely a form of intellectual, and perhaps literal, bankruptcy. In this perverse scheme, almost all the agency's data is purportedly about outputs. This gives the agency the appearance of being output-oriented and very progressive. It just doesn't happen to mean anything.
Much of the confusion about performance measurement derives from the attempt to impose industrial model concepts on change agent services. The best model would be one which could span industrial and change agent applications. Some government services still involve industrial-type production (although these are often the best candidates for privatization and a diminishing breed.) In other cases, discussed below, the service itself, or components of the service, have product-like characteristics and industrial model concepts apply well. But most government and private sector human services fall into the change agent category. The approach to performance measurement described in this website can be used for either industrial or change agent applications. (Excerpt from "A Guide to Developing and Using Performance Measures, Finance Project, 1997)
Now the principle distinction here is between ends and means. Results and Indicators are about ends. And performance measures tell us whether the particular programmatic means we’ve chosen to get there is working properly. Does that make sense. What we see as we look at the work around the country is that people are typically working on all three of these things, but it’s all mixed up in a hopeless soup of language. So one minute we’re talking about a condition of well being (result) and the next minute it’s a piece of data that measure that…. And the next minute a little program on the east side of town…. As if these were all the same thing and these distinctions really didn’t matter. And 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. And we’ve all had experiences with process that are all talk. The talk is not what’s important here. What’s important is how we get from talk to action. And everything in this presentation is about that single simple challenge. How do we get from talk to action in a disciplined way. And I think 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, customer results become the ends and the services we provide become the means.
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. And Georgia has produced a report card at the state level and for each of the 159 counties.
Many other places in the United States have produced such report cards, including
CALIFORNIA
Contra Costa County: www.cccoe.k12.ca.us
San Mateo County: www.pls.lib.ca.us/healthysmc/33/children.pdf
Santa Cruz County: appliedsurveyresearch.org/cap_report.htm
Silicon Valley Joint Venture: jointventure.org
GEORGIA
Georgia Policy Council for Children and Families, and The Family Connection: gpc-fc.org
MINNESOTA
Hennepin County: www.co.hennepin.mn.us/opd/opd.htm
OHIO
Montgomery County Family and Children First Council: http://www.fcfc.montco.org
OREGON
Oregon Progress Board: econ.state.or.us/opb
PENNSYLVANIA
Philadelphia Safe and Sound: Children's Report Card and Children's Budget www.philasafesound.org
VERMONT
Agency for Human Services: Community Profiles: ahs.state.vt.us
. Links to the best of these sites can be found on www.raguide.org.
There is a growing number of report cards on child, family and community well-being being developed across the U.S. and in other countries. Here are four such report cards from Georgia,, Dayton Ohio and Santa Cruz County California and the Lehigh Valley, PA
LEAKING ROOF
1. Ask "How many people here have ever had a leaking roof?" (Most hands will go up.)
2. How can you tell if the roof is leaking? ("Water on the floor, down the walls etc.") So, this is how you might "experience" a leaking roof. 3. How could you measure how badly the roof is leaking? ("By how much water...") So you might put out a bucket and measure the number of inches in the bucket after each rainstorm! That's the chart at the right (CLICK): the number of inches from the last three rainstorms.
4. 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) 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.
5. Now, 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. And this is the story behind the baseline, the causes of why this picture looks the way it does.
6. Who are some of the people who might help you fix the leak? (brother-in-law, neighbor, professional roofer) These are some of your potential partners.
7. Now, 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.
8. 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.
9. 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 rainstorm.") Right! You wait for the next rainstorm 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.
10. So, this is the whole thinking process! It's just common sense. It's how we solve everyday problems. And communities working to improve the quality of life, or managers working to improve their program's performance can use this same process. This is the thinking process at the heart of results and performance decision making! If you understand this process, you can go home now.
11. Notice that we identified the "inches per bucket" measure pretty easily. With a leaking roof, it's obvious what's important and what could be measured. But with programs, agencies 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. (See for Question 3.7 for more information on choosing program, agency or service system performance measures. And see Question 2.7 for more information on the process for choosing indicators for population well-being.)
12. Finally, notice that, in real life, we don't actually put out a bucket and measure the inches of 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.
Tillamook County was successful in bringing down the teen pregnancy rate, while the rest of Oregon stayed about the same.
NEET stands for Not in Education, Employment or Training. This chart is of the 16 to 18 year olds in this category, ie. The young people not constructively engaged.
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Or an even simpler construction: How much did we do? How well did we do it? Is anyone better off?
Examples of measures for a typical drug and alcohol treatment program.
Examples of measures for mental health services.
Here is the thinking process in the form of 7 plain language common sense questions.
These questions should be asked an answered periodically (monthly, quarterly) at every intersection of supervision from the top to the bottom of the organization.
This is the most important take-away page for performance measurement. It can be used immediately without any further training.
We’ve talked about two different kinds of accountability. Now let’s look at how they fit together.
The relationship is a “contribution” relationship, not a cause and effect relationship. What we do for our customers 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.
This 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 program level relate to those at the population level. And it allows us to avoid the trap of holding programs responsible for population level change. We can hold program responsible for what they do for their clients. We must hold ourselves, across the community, responsible for the well being of the population.
What happens when the population perspective is missing? Any questions about population quality of life get loaded onto the performance discussion. And the program is held unfairly responsible for producing population / community level change that it can not possibly deliver by itself. Both perspectives are needed to respond to the combination of population and performance questions you will inevitably get.
Volume I will present a picture of quality of life results and indicators and what is being done by government and its partners to improve.
Volume II will present performance measures for departments and programs.
Both will use the Baseline, Story, What Works and Strategy format shown above.
This is a fractal… the same pattern at every level of magnification.
The relationship is a “contribution” relationship, not a cause and effect relationship. What we do for our customers 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.
This 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 program level relate to those at the population level. And it allows us to avoid the trap of holding programs responsible for population level change. We can hold program responsible for what they do for their clients. We must hold ourselves, across the community, responsible for the well being of the population.
This section presents instructions and reporting formats for the two turn the curve exercises, one for population accountability and one for performance accountability. And other exercises
Participant instructions for the performance turn the curve exercise.
Group report out format for the performance turn the curve exercise.