Results-Based Accountability™ RBA TRAINING FOR TRAINERS AND COACHES DAY 1 The Fiscal Policy Studies Institute www. raguide. org www. resultsaccountability. com Book - DVD Orders amazon. com resultsleadership. org
RBA/OBA Ends vs. Means Exercise The Fiscal Policy Studies Institute Santa Fe, New Mexico Websites raguide. org resultsaccountability. com Book - DVD Orders amazon. com resultsleadership. org
Ends vs. Means Exercise INSTRUCTIONS On a blank sheet of paper Like this. Step 1. Draw 4 points that represent the 4 corners of a box or square, about two inches on Step 2. Draw a line from the upper left point to the lower right a side. point. Step 3. Draw a line from the upper right point to the lower left point. Step 4. Draw a horizontal line connecting the bottom two points. Step 5. Mark another point approximately 1 inch below the middle of the horizontal line. Step 6. Connect the upper left point to this new point Step 7. Connect the upper right point to this new point.
What do you have? A Star !!!
Question If I asked you to draw a star would you need the step-by-step instructions? Of course not ! So what’s the point?
Give people the ends and let them figure out the means. And Start Seeing Stars !
Bonus Question How many stars were on the previous page? 28 How many guessed between 26 and 30?
And the closing point…. RBA / OBA is about starting with ends and working backward to means. So, for example, Ask people to turn the curve on CHILD ABUSE RATES…. . Ask people to turn the curve on SCHOOL ATTENDANCE RATES… Ask people to turn the curve on RATES OF AIR OR WATER POLLUTION…. AND LET THEM FIGURE OUT “HOW. ”
THANKS ! ’s
Training for Trainers and Coaches Creating a Results Accountability Presentation 1. Why is this work important? 2. Population vs. Performance Accountability and Common Language 3. Population Accountability 4 a. Performance Accountability Simple, Common Sense, Plain Language, Minimum Paper, Useful (2 a) Pop vs. Perf Accountability (2 b) Language Trap (3 b) Definitions (4 a) Example of Results (7 -9) (Leaking Roof (10) Results Acct. Talk to Action (11) One turn the curve story (15 -16) 4 Quadrants – types of perf measures (27) Perf. Acct. Talk to Action 7 Questions (28) Relationship between Pop and Perf. Acct (30 b). Every time you make a presentation (31 b)
TRAINING FOR TRAINERS AND COACHES TEACHING ROUND 1 WHY ARE WE HERE? WHY ARE YOU HERE? WHY IS THIS WORK IMPORTANT? OR What is the dissatisfaction driving people to consider new ways of working? Why do you believe in this work enough to want to teach it to others? TELL A STORY Pages 2 b, 32 b
SIMPLE COMMON SENSE PLAIN LANGUAGE MINIMUM PAPER USEFUL
RBA in a Nutshell 2 – 3 - 7 2 - kinds of plus language accountability discipline Results & Indicators Population accountability Performance measures accountability kinds of performance measures. 3 - How much did we do? How well did we do it? Is anyone better off? 7 - questions from ends to means in less than an hour. Baselines & Turning the Curve
TRAINING FOR TRAINERS AND COACHES TEACHING ROUND 1 WHY ARE WE HERE? WHY ARE YOU HERE? WHY IS THIS WORK IMPORTANT? OR What is the dissatisfaction driving people to consider new ways of working? Why do you believe in this work enough to want to teach it to others? TELL A STORY
TRAINING FOR TRAINERS AND COACHES TEACHING ROUND 2 Population vs. Performance Accountability Common Language Fiscal Policy Studies Institute Santa Fe, New Mexico www. resultsaccountability. com www. raguide. org Pages 2 b, 3 b, 4 a
Results Accountability is made up of two parts: Population Accountability about the well-being of WHOLE POPULATIONS For Communities – Counties – States - Nations Performance Accountability about the well-being of CLIENT POPULATIONS For Programs – Agencies – and Service Systems
THE LANGUAGE TRAP Too many terms. Too few definitions. Too little discipline Benchmark Outcome Result Modifiers Indicator Measurable Core Urgent Qualitative Priority Programmatic Targeted Performance Incremental Strategic Systemic Measure Goal Objective Target Lewis Carroll Center for Language Disorders Core qualitative strategic Make up your own jargon. Measurable urgent systemic
DEFINITIONS RESULT or OUTCOME condition of well-being for children, adults, families or communities. Population 1. A Children born healthy, Children ready for school healthy school, Safe communities, Clean Environment Prosperous Economy Environment, communities INDICATOR or BENCHMARK 2. A measure which helps quantify the achievement of a result. Performance Rate of low-birthweight babies, Percent ready at K entry babies entry, rate index crime rate, air quality index, unemployment rate PERFORMANCE MEASURE 3. A measure of how well a program, agency or service system is working. 1. How much did we do? Three types: 2. How well did we do it? 3. Is anyone better off? = Customer Results
IS IT A RESULT, INDICATOR OR PERFORMANCE MEASURE? RESULT 1. Safe Community INDICATO 2. Crime Rate R PERF. 3. Average Police Dept response time MEASURE RESULT 4. People live in safe, stable affordable housing INDICATO R 5. % paying more than 30% of income for RESULT housing INDICATO R 6. People have living wage jobs and PERF. income MEASURE 7. % of people with living wage jobs and
A tall woody plant with lots of branches and leaves Tree Arbol Fred Tree
The need for labels for ideas I think that I shall never see a poem lovely as a TALL WOODY PLANT WITH LOTS OF BRANCHES AND LEAVES
Translation Guide/Rosetta Stone Not the Language Police Ideas 1. A condition of well-being for children, adults, families & communities 2. 3. etc. Group 1 Group 2 Group 3 e RESULT OUTCOME TRANSLATION Back to the Idea tc. GOAL
TRAINING FOR TRAINERS AND COACHES Lunch Fiscal Policy Studies Institute Santa Fe, New Mexico www. resultsaccountability. com www. raguide. org
TRAINING FOR TRAINERS AND COACHES TEACHING ROUND 2 Population vs. Performance Accountability Common Language Fiscal Policy Studies Institute Santa Fe, New Mexico www. resultsaccountability. com www. raguide. org Pages 2 b, 3 b 4 a
TRAINING FOR TRAINERS AND COACHES SORTING EXERCISE Fiscal Policy Studies Institute Santa Fe, New Mexico www. resultsaccountability. com www. raguide. org
TRAINING FOR TRAINERS AND COACHES POPULATION ACCOUNTABILITY TURN THE CURVE EXERCISE Fiscal Policy Studies Institute Santa Fe, New Mexico www. resultsaccountability. com www. raguide. org
Performance measure Population Indicator
Creating a Working Baseline from Group Knowledge Indicator or Performance Measure 75% ng Forecasti ng Backcasti Now Not OK?
Turn the Curve Exercise: Population Well-being 5 min: Starting Points - timekeeper and reporter - geographic area - two hats (yours plus partner’s) 10 min: Baseline - pick a result and a curve to turn - forecast (to 2016) – OK or not OK? 15 min: Story behind the baseline - causes/forces at work - information & research agenda part 1 - causes Two pointers 15 min: What works? (What would it take? ) to action - 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
4. ----- Off the Wall ONE PAGE Turn the Curve Report: Population Result: ________ Indicator Baseline Indicator (Lay Definition) Story behind the baseline --------------------------- (List as many as needed) Partners --------------------------- (List as many as needed) Three Best Ideas – What Works 1. ------------- 2. -------------- Sharp Edges 3. -----No-cost / low-cost 4. ----- Off the Wall
Turn the Curve Exercise – Lessons From talk to action in less than an hour Look what you did! Talk to action in less than 1 hour! • What did you learn? How was this different from other processes? What worked and what didn’t work? • Why did we ask for: a. Baseline with forecast b. Story before what works c. No cost / low cost d. Two hats e. Results before indicators f. Crazy idea 3. Do you think a lay audience could understand the reports? 4. How many think you could lead this exercise with a small group?
HOMEWORK: 1. Self Assessment (Page 53) 2. Reading RBA/OBA Facebook Selected Essays Collective Impact Using RBA Appendix C other language (page 153) Prevention Services (page 100) 3. Hardest Question(s) "How do we…. ? " 4. Check out the RBA Facebook Discussion Group
TRAINING FOR TRAINERS AND COACHES TEACHING ROUND 3 POPULATION ACCOUNTABILITY Fiscal Policy Studies Institute Santa Fe, New Mexico www. resultsaccountability. com www. raguide. org Pages 2 b, 10 a, 11 or 12 a plus 1
Training for Trainers and Coaches Creating a Results Accountability Presentation 1. Why is this work important? 2. Population vs. Performance Accountability and Common Language 3. Population Accountability 4 a. Performance Accountability Simple, Common Sense, Plain Language, Minimum Paper, Useful (2 a) Pop vs. Perf Accountability (2 b) Language Trap (3 b) Definitions (4 a) Example of Results (7 -9) (Leaking Roof (10) Results Acct. Talk to Action (11) One turn the curve story (15 -16) 4 Quadrants – types of perf measures (27) Perf. Acct. Talk to Action 7 Questions (28) Relationship between Pop and Perf. Acct (30 b). Every time you make a presentation (31 b)
Results Accountability is made up of two parts: Population Accountability about the well-being of WHOLE POPULATIONS For Communities – Counties – States - Nations Performance Accountability about the well-being of CLIENT POPULATIONS For Programs – Agencies – and Service Systems
Community Outcomes for Christchurch, NZ Example of results for all residents ● A Safe City ● A City of Inclusive and Diverse Communities ● A City of People who Value and Protect the Natura Environment ● A Well-Governed City ● A Prosperous City ● A Healthy City ● A City for Recreation, Fun and Creativity ● A City of Lifelong Learning ● An Attractive and Well-Designed City
Ottawa DRAFT Population Results 1. Ottawa has a prosperous economy. 2. Ottawa residents are physically and mentally healthy. 3. Ottawa’s environment is clean and sustainable. 4. Ottawa’s communities are safe and welcoming. 5. Ottawa’s families are safe, stable, and supportive. 6. Ottawa’s children and young people achieve their potential. 7. Ottawa’s elders and people with disabilities and live with dignity and independence in settings they prefer. 8. Ottawa has open, effective, and inclusive government.
CARDIFF, WALES Community Outcomes 1. People in Cardiff are healthy 2. Cardiff has a clean attractive and sustainable environment 3. People in Cardiff are safe and feel safe 4. Cardiff has a thriving and prosperous economy 5. People in Cardiff achieve their full potential. 6. Cardiff is a great place to live, work and play. 7. Cardiff has a fair, just and inclusive society.
VERMONT Population Outcomes (S. 293) 1. Vermont has a prosperous economy. 2. Vermonters are healthy. 3. Vermont’s environment is clean and sustainable. 4. Vermont’s communities are safe and supportive. 5. Vermont’s families are safe, nurturing, stable, and supported. 6. Vermont’s children and young people achieve their potential. 7. Vermont’s elders and people with disabilities and people with mental conditions live with dignity and independence in settings they prefer. 8. Vermont has open, effective, and inclusive government at the State and local levels.
Leaking Roof (Results thinking in everyday life) Experience Measure Inches of Water BASELINE Not OK ? Fixed Turning the Curve Story behind the baseline (causes) Partners What Works Action Plan # 2 Action Plan
Results / Outcomes Indicators Baseline & Story
75 people per day 45 people per day MADD 28 people per day 2010
Rebound
Christchurch, New Zealand Number of Graffiti Sites FY 2002 to FY 2010
Hull, UK "Woundings"
TRAINING FOR TRAINERS AND COACHES TEACHING ROUND 3 POPULATION ACCOUNTABILITY Fiscal Policy Studies Institute Santa Fe, New Mexico www. resultsaccountability. com www. raguide. org Pages 2 b, 10 a, 11 or 12 a plus 1
HOMEWORK: 1. Self Assessment (Page 53) 2. Reading RBA/OBA Facebook Selected Essays Collective Impact Using RBA Appendix C other language (page 153) Prevention Services (page 100) 3. Hardest Question(s) "How do we…. ? " 4. Check out the RBA Facebook Discussion Group
Results Accountability TRAINING FOR TRAINERS AND COACHES DAY 2 Fiscal Policy Studies Institute Santa Fe, New Mexico www. resultsaccountability. com www. raguide. org www. trafford. com
TOUGHEST QUESTIONS
The Simplest Way TO IMPLEMENT RBA POPULATION ACCOUNTABILITY 1. Pick an important indicator curve 2. Run the Population Turn the Curve Exercise 3. Take action Repeat PERFORMANCE ACCOUNTABILITY 1. Pick an important performance measure curve 2. Run the Performance Turn the Curve Exercise 3. Take action Repeat
The 20 -60 -20 RULE
RESULTS BASED BUDGETING Do we need it? POPULATION ACCOUNTABILITY Is it working? PERFORMANCE ACCOUNTABILITY
RBA expert in each unit 1. Ask each program to assign someone to become the in-house RBA expert. (Treat this like a technical support function like an in-house computer expert. ) 2. Have these people practice and get good at selecting performance measures and running the Turn the Curve Exercises. 3. Create a network of in-house experts so they can support each other, learn how to do joint RBA training and coaching.
Alternative to Traditional Evaluation Methods: DEMONSTRATING a CONTRIBUTION to complex change efforts… requires 3 elements: A Curve to Turn 2 …and it had a timely relationship to…. 3 …. a turn in the curve. 1 We tried a bunch of stuff that had a credible chance of making a c FPSI
Next Generation Contracting Contract Provisions Provision 1. Specify the 3 to 5 most important performance measures (from the How well did we do it? and Is anyone better off? categories). Provision 2. Specify that the contractor will use a continuous improvement process (the RBA 7 Questions). Provision 3. Specify how the funder and contractor will work in partnership to maximize LR customer results (quarterly meetings using the 7 questions as the agenda). Provision 4. Specify that the funder will work with the funding community to simplify and standardize contracting and performance reporting.
Next Generation Contracting Contract Provisions Provision 5: : Clear articulation of role in population/community well-being using the language of contribution not attribution. Provision 6: 10% for quality management and administration. Provision 7: Multi-year funding using 3 year rolling contracts Provision 8: Use of targets that are fair and useful. Provision 9: Fund flexibility and virtual funding pool: transfer of up to 10% across line items and program lines. Provision 10: Request for Results: Getting past the sometimes negative effects of competitive RFP contracting or tendering.
TRAINING FOR TRAINERS AND COACHES PERFORMANCE ACCOUNTABILITY Fiscal Policy Studies Institute Santa Fe, New Mexico www. resultsaccountability. com www. raguide. org
Select 3 to 5 Performance Measures ACROSS THE BOTTOM OF THE ORG CHART 3 - 5 3 - 5 3 - 5 20 – 60 – 20 Rule 3 - 5
Performance Accountability For Programs, Agencies and Service Systems Fiscal Policy Studies Institute Santa Fe, New Mexico www. resultsaccountability. com www. raguide. org
Results Accountability is made up of two parts: Population Accountability about the well-being of WHOLE POPULATIONS For Communities – Counties – States - Nations Performance Accountability about the well-being of CLIENT POPULATIONS For Programs – Agencies – and Service Systems
“All performance measures that have ever existed for any program in the history of the universe involve answering two sets of interlocking questions. ”
Program Performance Measures Quantity Quality How Muc h How Well did we do? ( # ) did we do it? ( % )
Program Performance Measures Effort How hard did we try? Effect Is anyone better off?
Program Performance Measures Effort How Well Muc h Effect
Program Performance Measures Output Effect Input Effort Quantity Quality How much service did we deliver? How well did we deliver it? How much change / effect did we produce? What quality of change / effect did we produce?
Program Performance Measures Effect Effort Quantity Quality How much did we do? How well did we do it? Is anyone better off? # %
Education Quality How much did we do? How well did we do it? Number of students Effort Quantity Studentteacher ratio Effect Is anyone better off? Number of high school graduates Percent of high school graduates (completion or certificate rate)
Education Quality How much did we do? How well did we do it? Number of students Effort Quantity Studentteacher ratio Effect Is anyone better off? Number of 9 th graders who enter college or employment Percent of 9 th graders who enter college or employment
Pediatric Practice Effect Effort Quantity Quality How much did we do? How well did we do it? Number of children treated Percent of patients waiting less than 30 min in the waiting room Is anyone better off? # children fully immunized % children fully immunized (in the practice)
Drug/Alcohol Treatment Program Effort Quantity Quality How much did we do? How well did we do it? Number of persons treated Percent of staff with training/ certification Effect Is anyone better off? Number of clients off of alcohol & drugs - at exit - 12 months after Percent of clients off of alcohol & drugs - at exit - 12 months after
Fire Department Quality How much did we do? How well did we do it? Number of responses Effort Quantity Response Time Effect Is anyone better off? # of fires % of fires kept to room of origin
General Motors Quality How much did we do? How well did we do it? # of production hrs Effort Quantity Employees per vehicle produced # tons of steel Is anyone better off? Effect # of cars sold $ Amount of Profit $ Car value after 2 years Source: USA Today % Market share Profit per share % Car value after
Effort Not All Performance Measures Are Created Equal Quality Quantity How much did we do? How well did we do it? Least Also Very Important Effect Is anyone better off? Most Important
The Matter of Control Effort Quantity Quality How much did we do? How well did we do it? Most Control Effect Is anyone better off? Least Control PARTNERSH
Performance Accountability Types of Measures found in each Quadrant How much did we do? # Clients/custome rs # Activities (by served type of activity) # # % Common e. g. client staff ratio, workload ratio, staff measures turnover rate, staff morale, % staff fully trained, % clients seen in their own language, worker safety, unit cost % Activity-specific measures e. g. % timely, % clients completing activity, % correct and complete, % meeting standard Is anyone better off? % Skills / # # How well did we do it? Point in Time vs. 2 Point Comparison # Knowledge % Attitude / (e. g. parenting skills) Opinion % Behavior (e. g. toward drugs) % (e. g. school attendance) % Circumstance (e. g. working, in stable housing)
Primary v. Secondary Direct v. Indirect Internal v. External LR UR Baseline & Story
Watermain Breaks per year London Ontario
Christus Saint Vincent's Medical Center Santa Fe, NM Turned curve on high end ER Use Etre Kathy <karmijoetre@msn. com>
Service: School Hospital Job Training Fire Department _________________ How much did we do? Primary persons patients customers # students customers trained served Primary activity alarms diagnostic hours of # job courses responded to tests instruction How well did we do it? Unit cost Workload ratio % of ___x___ that happen on time Is anyone better If your service works really well, off? how are your customer's better off? # students who persons who patients who fires kept to % graduate get jobs fully recover room of origin
TRAINING FOR TRAINERS AND COACHES SELECTING PERFORMANCE MEASURES DEMONSTRATION & EXERCISE Fiscal Policy Studies Institute Santa Fe, New Mexico www. resultsaccountability. com www. raguide. org
Choosing Headline Measures and the Data Development Agenda Effort Quantity Quality How much did we do? How well did we do it? % Measure 8 -------------- # Measure 2 -------------- % Measure 10 ------------- # Measure 4 -------------- % Measure 11 ------------- # Measure 5 -------------- #3 DDA % Measure 9 -------------- # Measure 3 -------------- Effect # Measure 1 -------------- % Measure 12 ------------- Is anyone # Measure 6 -------------# Measure 15 -----------# Measure 7 ----------------# Measure 16 -------------- better Measure 13 ----------off? % -----% Measure 15 ----------% Measure 14 ----------------% Measure 16 -------------- # Measure 17 -------------- % Measure 17 -------------- # Measure 18 -------------- % Measure 18 -------------- # Measure 19 -------------- % Measure 19 -------------- # % Measure 20 ----------- #2 Headline Measure 20 ----------- #2 DDA #3 Headline #1 DDA
How to Measure: - Capacity Building - Vibrant Neighborhoods - Developed Countries etc. See "Trying Hard…" pages 128 - 129
Performanc e measure Population Indicator FPSI
TRAINING FOR TRAINERS AND COACHES USING PERFORMANCE MEASURES Turn the Curve Exercise Fiscal Policy Studies Institute Santa Fe, New Mexico www. resultsaccountability. com www. raguide. org
Creating a Working Baseline from Group Knowledge Indicator or Performance Measure 75% ng Forecasti ng Backcasti Now Not OK?
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 2016) – OK or not OK? 15 min: Story behind the baseline - causes/forces at work - information & research agenda part 1 - causes Two pointers 15 min: What works? (What would it take? ) to action - 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
4. ----- Off the Wall ONE PAGE Turn the Curve Report: Performance Program: ________ Performance Measure (Lay definition) Performan ce Measure Baseline Story behind the baseline --------------------------- (List as many as needed) Partners --------------------------- (List as many as needed) Three Best Ideas – What Works 1. ------------- 2. -------------- Sharp Edges 3. -----No-cost / low-cost 4. ----- Off the Wall
Turn the Curve Exercise – Lessons From talk to action in less than an hour Look what you did! Talk to action in less than 1 hour! • What did you learn? How was this different from other processes? What worked and what didn’t work? • Why did we ask for: a. Baseline with forecast b. Story before what works c. No cost / low cost d. Two hats e. Results before indicators f. Crazy idea 3. Do you think a lay audience could understand the reports? 4. How many think you could lead this exercise with a small group?
TRAINING FOR TRAINERS AND COACHES TEACHING ROUND 4 PERFORMANCE ACCOUNTABILITY CONNECTING POPULATION & PERFORMANCE ACCOUNTABILITY Fiscal Policy Studies Institute www. resultsaccountability. com www. raguide. org
Training for Trainers and Coaches Creating a Results Accountability Presentation 1. Why is this work important? 2. Population vs. Performance Accountability and Common Language 3. Population Accountability 4 a. Performance Accountability Simple, Common Sense, Plain Language, Minimum Paper, Useful (2 a) Pop vs. Perf Accountability (2 b) Language Trap (3 b) Definitions (4 a) Example of Results (7 -9) (Leaking Roof (10) Results Acct. Talk to Action (11) One turn the curve story (15 -16) 4 Quadrants – types of perf measures (27) Perf. Acct. Talk to Action 7 Questions (28) Relationship between Pop and Perf. Acct (30 b). Every time you make a presentation (31 b)
Performance Accountability Types of Measures found in each Quadrant How much did we do? # Clients/custome rs # Activities (by served type of activity) # # How well did we do it? % Common e. g. client staff ratio, workload ratio, staff measures turnover rate, staff morale, % staff fully trained, % clients seen in their own language, worker safety, unit cost % Activity-specific measures e. g. % timely, % clients completing activity, % correct and complete, % meeting standard Is anyone better off? % Skills / Point in Time vs. 2 Point Comparison Knowledge % Attitude / (e. g. parenting skills) Opinion % Behavior (e. g. toward drugs) (e. g. school attendance) % Circumstance (e. g. working, in stable housing)
Primary v. Secondary Direct v. Indirect Internal v. External LR UR Baseline & Story
THE LINKAGE Between POPULATION and PERFORMANCE POPULATION ACCOUNTABILITY POPULATION RESULTS Healthy Births Rate of low birth-weight babies Children Ready for School Percent fully ready per K-entry assessment Self-sufficient Families Percent of parents earning a living wage Alignment of measures PERFORMANCE ACCOUNTABILITY Job Training Program # persons receiving training Unit cost person trained # who get living wage jobs % who get living wage jobs Contribution relationship Appropriate responsibility CUSTOMER RESULTS
TRAINING FOR TRAINERS AND COACHES TEACHING ROUND 4 PERFORMANCE ACCOUNTABILITY CONNECTING POPULATION & PERFORMANCE ACCOUNTABILITY Fiscal Policy Studies Institute www. resultsaccountability. com www. raguide. org
Performance Accountability Types of Measures found in each Quadrant How much did we do? # Clients/custome rs # Activities (by served type of activity) # # How well did we do it? % Common e. g. client staff ratio, workload ratio, staff measures turnover rate, staff morale, % staff fully trained, % clients seen in their own language, worker safety, unit cost % Activity-specific measures e. g. % timely, % clients completing activity, % correct and complete, % meeting standard Is anyone better off? % Skills / Point in Time vs. 2 Point Comparison Knowledge % Attitude / (e. g. parenting skills) Opinion % Behavior (e. g. toward drugs) (e. g. school attendance) % Circumstance (e. g. working, in stable housing)
Primary v. Secondary Direct v. Indirect Internal v. External LR UR Baseline & Story
THE LINKAGE Between POPULATION and PERFORMANCE POPULATION ACCOUNTABILITY POPULATION RESULTS Healthy Births Rate of low birth-weight babies Children Ready for School Percent fully ready per K-entry assessment Self-sufficient Families Percent of parents earning a living wage Alignment of measures PERFORMANCE ACCOUNTABILITY Job Training Program # persons receiving training Unit cost person trained # who get living wage jobs % who get living wage jobs Contribution relationship Appropriate responsibility CUSTOMER RESULTS
Training for Trainers and Coaches Creating a Results Accountability Presentation 1. Why is this work important? 2. Population vs. Performance Accountability and Common Language 3. Population Accountability 4 a. Performance Accountability Simple, Common Sense, Plain Language, Minimum Paper, Useful (2 a) Pop vs. Perf Accountability (2 b) Language Trap (3 b) Definitions (4 a) Example of Results (7 -9) (Leaking Roof (10) Results Acct. Talk to Action (11) One turn the curve story (15 -16) 4 Quadrants – types of perf measures (27) Perf. Acct. Talk to Action 7 Questions (28) Relationship between Pop and Perf. Acct (30 b). Every time you make a presentation (31 b)
TRAINING FOR TRAINERS AND COACHES NAME-MOTTO-MASCOT LAST SHOT AT HARD QUESTIONS NEXT STEPS EVALUATION & CERTIFICATES Fiscal Policy Studies Institute Santa Fe, New Mexico www. resultsaccountability. com www. raguide. org
Next Steps: 1. What’s 1 thing I could personally do with what I learned these two days? 2. What’s 1 thing I would like to ask city government to do to support this work? p. 37
CLOSING
RBA in a Nutshell 2 – 3 - 7 2 - kinds of plus language accountability discipline Results & Indicators Population accountability Performance measures accountability kinds of performance measures. 3 - How much did we do? How well did we do it? Is anyone better off? 7 - questions from ends to means in less than an hour. Baselines & Turning the Curve
Resources www. raguide. org www. resultsaccountability. com RBA Facebook Group Book - DVD Orders amazon. com resultsleadership. org
THANK YOU ! Book - DVD Orders amazon. com resultsleadership. org
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