Performance Management for Nonprofits: Simplifying and Maximizing Organization Impact Data
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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.
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Performance Management for Nonprofits: Simplifying and Maximizing Organization Impact Data
- 3. The change journey ©2009 Community IT Innovators (CITI) “ If we don’t change the direction we are headed, we will end up where we are going.” - Chinese proverb
- 9. Story behind the baseline Partners (with a role to play in turning the curve) What Works Action Plan (w/ Budget) Performance Measure: % of after school participants reading at grade level Start at the End Work Backwards to Means Turn-the-Curve Thinking Talk to Action
- 10. “ All Performance Measures that have ever existed in the history of the universe involve answering two sets of interlocking questions.”
- 11. How Much did we do? ( # ) How Well did we do it? ( % ) Quantity Quality Program Performance Measures
- 12. Effort How hard did we try? Effect Is anyone better off? Program Performance Measures
- 13. Program Performance Measures Effort Effect How Much How Well
- 14. How much did we do? Program Performance Measures How well did we do it? Is anyone better off? Quantity Quality Effect Effort # %
- 15. How much did we do? Education How well did we do it? Is anyone better off? Quantity Quality Effect Effort Number of students Student-teacher ratio Number of high school graduates Percent of high school graduates
- 16. How much did we do? Education How well did we do it? Is anyone better off? Quantity Quality Effect Effort Number of students Student-teacher ratio Percent of 9 th graders who enter college or employment after graduation Number of 9 th graders who enter college or employment after graduation
- 17. How much did we do? The Matter of Control How well did we do it? Is anyone better off? More Control Quantity Quality Effect Effort Less Control Partnerships needed to improve performance
- 18. How much did we do? Separating the Wheat from the Chaff Types of Measures Found in Each Quadrant How well did we do it? Is anyone better off? # Clients/customers served # Activities (by type of activity) % Common measures e.g. client staff ratio, workload ratio, staff turnover rate, staff morale, % staff fully trained, % clients seen in their own language, worker safety, unit cost % Skills / Knowledge (e.g. parenting skills) # % Attitude / Opinion (e.g. toward drugs) # % Behavior (e.g. school attendance) # % Circumstance (e.g. working, in stable housing) # % Activity-specific measures e.g. % timely, % clients completing activity, % correct and complete, % meeting standard Point in Time vs. Point to Point Improvement
- 19. Program: After School Program Customers: Middle School Boys Measures in red = data available Q1 How much do you do? # of target population served: # of 6 th grade boys served # of 7 th grade boys served # of boys referred by juvenile services # of boys from lower SES served # of activities: # hours of homework help # of sporting events # of art classes # prevention workshops # of nutrition classes Q2: How Well do you do it? Common Measures: Staff turnover rate % of staff speaking a second language Staff to student ratio % of activities where class size is less than 20 % of staff certified in Youth Worker Methods % of staff with training in good nutrition Quality Measure for each activity: % of staff with experience in subjects % of teachers saying children’s homework has improved % of youth signing up for sporting events % of youth saying art classes are fun % of prevention programs scoring a 4.0 or higher on the Youth Program Quality Assessment % of youth signing up for nutrition classes Q3: Is anyone better off? (#) # of students served who learned a new skill # of students who have learned how to prepare healthy meals # of youth with improved social skills # of students who take up a new sport or hobby # of students with an increase in social skills # of students with improved school attendance # of students with improved grades # of students with reduced suspensions # of students who have lost weight or maintained a healthy weight Q 4: Is anyone better off (%) % of students served who learned a new skill % of students who have learned how to prepare a healthy meal % of youth with improved social skills % of students who take up a new sport or hobby % of students with an increase in social skills % of students with improved school attendance % of students with improved grades % of students with reduced suspensions % of students who have lost weight or maintained a healthy weight
- 20. Program: After School Program Customers: Middle School Boys Q1 How much do you do? # of customers served: # of 6 th grade boys served # of 7 th grade boys served # of boys referred by juvenile services Q2: How Well do you do it? Headline Measures: % of staff certified in Youth Worker Methods % of youth signing up for nutrition classes Q3: Is anyone better off? (#) Headline Measures: # of students taking up a new sport or hobby # of students who have lost weight or maintained a healthy weight Q 4: Is anyone better off (%) Headline Measures: % of students taking up a new sport or hobby % of students who have lost weight or maintained a healthy weight
- 24. Let’s talk lexicon What is information? What is data? Assessing your data and business systems
- 26. Challenges often faced … Simplifying and Maximizing Organizational Impact Data
- 27. Excel files Excel files Excel files Case mgmt/ enterprise database Free 3 rd party tools Excel files Excel files Word files File Server Email blast system Access databases Paper files Paper forms Email system Website Content Mgmt System Donor/ Contact mgmt database Business systems can consist of … Accounting system Simplifying and Maximizing Organizational Impact Data
- 38. But this is just the beginning …
- 41. Notable case mgmt systems in the market Simplifying and Maximizing Organizational Impact Data
- 42. The change journey ©2009 Community IT Innovators (CITI) “ If we don’t change the direction we are headed, we will end up where we are going.” - Chinese proverb
Hinweis der Redaktion
- Performance Accountability differs from population accountability in that is is about the well-being of client populations. No one agency, program or service system can be held accountable on the population level, so RBA clearly distinguishes between the two and has three categories of performance measures. How much, how well, is anyone better off? We use a different phrase “performance measure” to clearly distinguish it from an “indicator” or a measure that helps to quantify the achievement of a result.
- Second key principle of RBA: Once you have the information, how do you use it? RBA offers 7 questions to use the data to “turn the curve” on the measures.
- All performance measures can be derived from the cross between two sets of interlocking questions: How much did we do? And How well did we do it?
- Vs. these two dimensions of the work itself: Effort and Effect
- Or an even simpler construction: How much did we do? How well did we do it? Is anyone better off?
- This illustrates the different types of measures for schools.
- Here, with a tougher, more challenging measure in the lower right quadrant.
- While RBA is a simple framework without special software, we have developed a Results Scorecard that is web-based and helps you to track, present and use data efficiently and effectively. You can show your progress in one snapshot of a scorecard and also drilled down deeply into data to explore the story behind the data, who your partners are and what works to do even better.
- The software provides teams with a real-time tool to plan for improvements and then track projects, actions and results. Many organizations are not able to get to using the Results Scorecard because it does take having centralized data – can be in Excel, or even better, in a centralized database.
- What is data? Data is the s mallest variable – just the facts. What can you do with it? Organize it. The data you track is used for understanding your performance measures. It makes up the building blocks of information. What is information? Organized data that you can: study, gain knowledge from, analyze, make decisions, be accountable, make changes, share stories, raise money.
- Some organizations we work with use Excel and Word and this is a painful way to function, and it affects their ability to do reporting for daily, weekly, monthly operations and for performance mgmt. If you have a system that is working for you, this is great – use it effectively. If you do not have a system that works for you, we’ll talk about how to select one.
- Without the 20% technology, you can not accomplish the 80%
- This process is far more important than just picking a system . It’s about improving the way the organization accomplishes its mission and expanding the effectiveness of services it offers. Incorporating new technology is an opportunity to refine business processes, increase effectiveness, decrease stress, and build capacity.
- You want to define the problem before you find a solution
- Good place for leveraging a consultant!
- More important than selection Requires total organizational commitment Quite difficult – painfully so … yet an opportunity for transformation Need strong project manager and implementation team Communicate regularly with all staff and stakeholders Expect to spend 20%-25% more on implementation than proposed Expect to spend 25%-100% more time & effort than expected