Results and Performance Accountabilty, Decision-making and Budgeting

1
Results-Based Accountability RBA
TRAINING FOR TRAINERS AND COACHES
DAY 1
The Fiscal Policy Studies Institutewww.raguide
.org www.resultsaccountability.com
Book - DVD Ordersamazon.comresultsleadership.org
2
RBA/OBAEnds vs. MeansExercise
The Fiscal Policy Studies Institute Santa Fe, New
Mexico
3
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 a side.
Step 2. Draw a line from the upper left point to
the lower right 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.
4
What do you have?
A Star !!!
5
Question If I asked you to draw a star would you
need the step-by-step instructions?
Of course not !
So whats the point?
6
Give people the ends and let them figure out
the means.
And Start Seeing Stars !
7
Bonus Question How many stars were on the
previous page?

28
How many guessed between 26 and 30?
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And the closing point.
RBA / OBAis 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.
9
THANKS !
s
10
Training for Trainers and Coaches
Creating a Results Accountability Presentation
Simple, Common Sense, Plain Language, Minimum
Paper, Useful (2a)

• Why is this work important?
• 2. Population vs. Performance Accountability
  and Common Language
• 3. Population Accountability
• 4a. Performance Accountability
• 4b. Putting Population andPerformance
  Accountabilitytogether

Pop vs. Perf Accountability (2b)Language Trap
(3b)Definitions (4a)
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 (30b).
Every time you make a presentation (31b)
11
TRAINING FOR TRAINERS AND COACHES
TEACHING ROUND 1 WHY ARE WE HERE?WHY ARE YOU
HERE?WHY IS THIS WORK IMPORTANT?
ORWhat 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 2b, 32b
12
SIMPLE COMMON SENSE PLAIN LANGUAGE MINIMUM
PAPER USEFUL
13
RBA in a Nutshell2 3 - 7
plus language discipline      Results
Indicators      Performance measures
2 - kinds of accountability      Population
accountability      Performance accountability
 3 - kinds of performance measures.     
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
14
TRAINING FOR TRAINERS AND COACHES
TEACHING ROUND 1 WHY ARE WE HERE?WHY ARE YOU
HERE?WHY IS THIS WORK IMPORTANT?
ORWhat 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
15
TRAINING FOR TRAINERS AND COACHES
TEACHING ROUND2 Population vs. Performance
Accountability Common Language

• Fiscal Policy Studies Institute
• Santa Fe, New Mexicowww.resultsaccountability.com
  www.raguide.org

Pages 2b, 3b, 4a
16
Results Accountabilityis made up of two parts
17
THE LANGUAGE TRAPToo many terms. Too few
definitions. Too little discipline
Benchmark
Result
Outcome
Modifiers Measurable Core
Urgent Qualitative Priority
Programmatic Targeted
Performance Incremental Strategic
Systemic
Indicator
Goal
Objective
Measure
Target
Core qualitative strategic objectives
Make up your own jargon.
Measurable urgent systemic indicators
Lewis Carroll Center for Language Disorders
18
DEFINITIONS
RESULT
1.
Children born healthy, Children ready for school,
Safe communities, Clean Environment, Prosperous
Economy
Children born healthy
Children ready for school
Safe communities
Clean Environment
Prosperous Economy
INDICATOR
2.
Rate of low-birthweight babies, Percent ready at
K entry, crime rate, air quality index,
unemployment rate
Rate of low-birthweight babies
Percent ready at K entry
crime rate
air quality index
unemployment rate
PERFORMANCE MEASURE
3.
1. How much did we do? 2. How well did
we do it? 3. Is anyone better off?
Customer Results
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IS IT A RESULT, INDICATOR OR PERFORMANCE MEASURE?
1. Safe Community 2. Crime Rate 3. Average
Police Dept response time 4. People live in
safe, stable affordable housing 5. paying more
than 30 of income for housing 6. People have
living wage jobs and income 7. of people with
living wage jobs and income 8. of participants
in job training who get living wage jobs
RESULT
INDICATOR
PERF. MEASURE
RESULT
INDICATOR
RESULT
INDICATOR
PERF. MEASURE
20
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21
Tree Arbol Fred
Tree
A tall woody plant with lots of branches and
leaves
22
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
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Translation Guide/Rosetta StoneNot the Language
Police
Ideas
Group 1
Group 2
Group 3 etc.
1. A condition of well-being for children,
adults, families communities 2. 3. etc.
RESULT
OUTCOME
GOAL
24
TRAINING FOR TRAINERS AND COACHES
Lunch

• Fiscal Policy Studies Institute
• Santa Fe, New Mexicowww.resultsaccountability.com
  www.raguide.org

25
TRAINING FOR TRAINERS AND COACHES
TEACHING ROUND2 Population vs. Performance
Accountability Common Language

• Fiscal Policy Studies Institute
• Santa Fe, New Mexicowww.resultsaccountability.com
  www.raguide.org

Pages 2b, 3b 4a
26
TRAINING FOR TRAINERS AND COACHES
SORTING EXERCISE

• Fiscal Policy Studies Institute
• Santa Fe, New Mexicowww.resultsaccountability.com
  www.raguide.org

27
(No Transcript)
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TRAINING FOR TRAINERS AND COACHES
POPULATION ACCOUNTABILITY TURN THE CURVE EXERCISE

• Fiscal Policy Studies Institute
• Santa Fe, New Mexicowww.resultsaccountability.com
  www.raguide.org

29
Performancemeasure
PopulationIndicator
30
Creating a Working Baselinefrom Group Knowledge
Indicator or Performance Measure
Not OK?
Forecasting
Backcasting
31
Turn the Curve Exercise Population Well-being
5 min Starting Points - timekeeper and
reporter - geographic area - two hats (yours
plus partners)
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 to action
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
32
4. --------- Off the Wall
ONE PAGE Turn the Curve Report Population
Result _______________
Indicator(Lay Definition)
IndicatorBaseline
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
SharpEdges
4. --------- Off the Wall
33
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 didnt
  work?
• Why did we ask for
• a. Baseline with forecastb. Story before what
  worksc. No cost / low costd. Two hatse.
  Results before indicatorsf. 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?

34
HOMEWORK 1. Self Assessment (Page 53) 2.
ReadingRBA/OBA Facebook Selected
EssaysCollective Impact Using RBAAppendix C
other language (page 153)Prevention Services
(page 100) 3. Hardest Question(s) "How do
we.?" 4. Check out the RBA Facebook Discussion
Group
35
TRAINING FOR TRAINERS AND COACHES
TEACHING ROUND 3 POPULATION ACCOUNTABILITY

• Fiscal Policy Studies Institute
• Santa Fe, New Mexicowww.resultsaccountability.com
  www.raguide.org

Pages 2b, 10a, 11 or 12a plus 1 story
36
Training for Trainers and Coaches
Creating a Results Accountability Presentation
Simple, Common Sense, Plain Language, Minimum
Paper, Useful (2a)

• Why is this work important?
• 2. Population vs. Performance Accountability
  and Common Language
• 3. Population Accountability
• 4a. Performance Accountability
• 4b. Putting Population andPerformance
  Accountabilitytogether

Pop vs. Perf Accountability (2b)Language Trap
(3b)Definitions (4a)
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 (30b).
Every time you make a presentation (31b)
37
Results Accountabilityis made up of two parts
38
Community Outcomesfor Christchurch, NZ
Example ofresults forall residents

• ? 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, Fun and Creativity
• ? A City of Lifelong Learning
• ? An Attractive and Well-Designed City

39
OttawaPopulation Results
DRAFT
1. Ottawa has a prosperous economy. 2. Ottawa
residents are physically and mentally healthy. 3.
Ottawas environment is clean and sustainable. 4.
Ottawas communities are safe and welcoming. 5.
Ottawas families are safe, stable, and
supportive. 6. Ottawas children and young people
achieve their potential. 7. Ottawas elders and
people with disabilities and live with dignity
and independence in settings they prefer. 8.
Ottawa has open, effective, and inclusive
government.
40
CARDIFF, WALESCommunity 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.
41
VERMONTPopulation Outcomes (S.293)
1. Vermont has a prosperous economy. 2.
Vermonters are healthy. 3. Vermonts environment
is clean and sustainable. 4. Vermonts
communities are safe and supportive. 5. Vermonts
families are safe, nurturing, stable, and
supported. 6. Vermonts children and young people
achieve their potential. 7. Vermonts 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.
42
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48
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49
Leaking Roof(Results thinking in everyday life)
Experience
Inches of WaterBASELINE
Not OK
Measure
Turning the Curve
Story behind the baseline (causes)
Partners
What Works
Action Plan 2
Action Plan
50
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51
75 people per day
2010
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53
Rebound
54
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Christchurch, New ZealandNumber of Graffiti
SitesFY 2002 to FY 2010
57
Hull, UK"Woundings"
58
TRAINING FOR TRAINERS AND COACHES
TEACHING ROUND 3 POPULATION ACCOUNTABILITY

• Fiscal Policy Studies Institute
• Santa Fe, New Mexicowww.resultsaccountability.com
  www.raguide.org

Pages 2b, 10a, 11 or 12a plus 1 story
59
HOMEWORK 1. Self Assessment (Page 53) 2.
ReadingRBA/OBA Facebook Selected
EssaysCollective Impact Using RBAAppendix C
other language (page 153)Prevention Services
(page 100) 3. Hardest Question(s) "How do
we.?" 4. Check out the RBA Facebook Discussion
Group
60
(No Transcript)
61
Results Accountability
TRAINING FOR TRAINERS AND COACHES
DAY 2

• Fiscal Policy Studies Institute
• Santa Fe, New Mexicowww.resultsaccountability.com
  www.raguide.orgwww.trafford.com

62
TOUGHEST QUESTIONS
63
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
64
The 20-60-20 RULE
65
RESULTS BASED BUDGETING
Do we need it?
POPULATION ACCOUNTABILITY
Is it working?
PERFORMANCE ACCOUNTABILITY
66
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. 4. Ask the in-house experts to review
the RBA Self- Assessment Questionnaire (and
create a score if useful) on a regular basis.
67
Alternative to Traditional Evaluation
MethodsDEMONSTRATING a CONTRIBUTIONto complex
change efforts requires 3 elements
A Curve to Turn
c FPSI
68
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70
Next Generation ContractingContract Provisions
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.
71
Next Generation ContractingContract 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.
72
TRAINING FOR TRAINERS AND COACHES
PERFORMANCE ACCOUNTABILITY

• Fiscal Policy Studies Institute
• Santa Fe, New Mexicowww.resultsaccountability.com
  www.raguide.org

73
Select 3 to 5 Performance MeasuresACROSS THE
BOTTOM OF THE ORG CHART
3 - 5
3 - 5
3 - 5
3 - 5
3 - 5
3 - 5
3 - 5
3 - 5
20 60 20 Rule
74
Performance Accountability

• For Programs, Agencies and Service Systems

Fiscal Policy Studies Institute Santa Fe, New
Mexicowww.resultsaccountability.comwww.raguide.o
rg
75
Results Accountabilityis made up of two parts
76
All performance measures that have ever
existed for any program in the history of the
universe involve answering two sets
of interlocking questions.
77
Program Performance Measures
Quantity
Quality
HowMuch did we do? ( )
HowWell did we do it? ( )
78
Program Performance Measures
Effort How hard did we try?
Effect Is anyone better off?
79
Program Performance Measures
80
Program Performance Measures
Quantity
Quality
How much service did we deliver?
How welldid we deliver it?
Effect Effort
Output Input
How much change / effect did we produce?
What quality of change / effect did we produce?
81
Program Performance Measures
Quantity
Quality
How much did we do?
How welldid we do it?
Effect Effort
Is anyonebetter off?


82
Education
Quantity
Quality
How much did we do?
How well did we do it?
Student-teacherratio
Number ofstudents
Effect
Effort
Is anyone better off?
Number ofhigh schoolgraduates(completionor
certificate rate)
Percent ofhigh schoolgraduates(completionor
certificate rate)
83
Education
Quantity
Quality
How much did we do?
How well did we do it?
Student-teacherratio
Number ofstudents
Effect
Effort
Is anyone better off?
84
Pediatric Practice
Quantity
Quality
How much did we do?
How well did we do it?
Percent ofpatients waitingless than30 min in
thewaiting room
Number ofchildrentreated
Effect
Effort
Is anyone better off?
childrenfullyimmunized(in the practice)
childrenfullyimmunized(in the practice)
85
Drug/Alcohol Treatment Program
Quantity
Quality
How much did we do?
How well did we do it?
Percent ofstaff withtraining/certification
Number ofpersonstreated
Effect
Effort
Is anyone better off?
Number of clientsoff of alcohol drugs - at
exit - 12 months after exit
Percent of clientsoff of alcohol drugs -
at exit - 12 months after exit
86
Fire Department
Quantity
Quality
How much did we do?
How well did we do it?
ResponseTime
Number ofresponses
Effect
Effort
Is anyone better off?
of fireskept toroom of origin
of fireskept toroom of origin
87
General Motors
Quantity
Quality
How much did we do?
How well did we do it?
Employees pervehicleproduced
of production hrs tons of steel
Effect
Effort
Is anyone better off?
of cars sold Amount of Profit Car value
after 2 years
Market share Profit per share Car value after
2 years
Source USA Today 9/28/98
88
Not All Performance Measures Are Created Equal
Quality
Quantity
Quality
How much did we do?
How well did we do it?
LeastImportant
Least
AlsoVery Important
Effect
Effort
Is anyone better off?
MostImportant
Most
89
The Matter of Control
Quality
Quantity
How much did we do?
How well did we do it?
MostControl
Effect
Effort
Is anyone better off?
LeastControl
PARTNERSHIPS
90
Performance AccountabilityTypes of Measures
found in each Quadrant
How much did we do?
How well did we do it?
Clients/customers served
Activities (by type of activity)
Is anyone better off?


91
Primary v. Secondary
Direct v. Indirect
Internal v. External
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93
Watermain Breaks per yearLondon Ontario
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Christus Saint Vincent's Medical Center Santa Fe,
NM Turned curve on high end ER Use
Etre Kathy ltkarmijoetre_at_msn.comgt
98
Service __________________________________
Hospital
Job Training
School
Fire Department
How much did we do?
How well did we do it?
Primary customers
Unit cost
students
patients
persons trained
customers served

Workload ratio
Primary activity
of ___x___ that happen on time
hours of instruction
diagnostic tests
job courses
alarms responded to

Is anyone better off?
If your service works really well,how are your
customer's better off?

students who graduate
patients who fully recover
fires kept to room of origin
persons who get jobs

99
TRAINING FOR TRAINERS AND COACHES
SELECTING PERFORMANCE MEASURES DEMONSTRATION
EXERCISE

• Fiscal Policy Studies Institute
• Santa Fe, New Mexicowww.resultsaccountability.com
  www.raguide.org

100
Choosing Headline Measures and the Data
Development Agenda
Quantity
Quality
How much did we do?
How well did we do it?
3 DDA
Measure 1 ----------------------------
Measure 2 ----------------------------
Measure 3 ----------------------------
Measure 4 ----------------------------
Measure 5 ----------------------------
Measure 6 ----------------------------
Measure 7 ----------------------------
Measure 8 ----------------------------
Measure 9 -----------------------------
Measure 10 ---------------------------
Measure 11 ---------------------------
Measure 12 ---------------------------
Measure 13 ---------------------------
Measure 14 ---------------------------
2 Headline
Effect
Effort
Is anyone better off?
2 DDA
Measure 15 ----------------------------
Measure 16 ----------------------------
Measure 17 ----------------------------
Measure 18 ----------------------------
Measure 19 ----------------------------
Measure 20 ----------------------------
Measure 21 ----------------------------
Measure 15 ----------------------------
Measure 16 ----------------------------
Measure 17 ----------------------------
Measure 18 ----------------------------
Measure 19 ----------------------------
Measure 20 ----------------------------
Measure 21 ----------------------------
3 Headline
1 Headline
1 DDA
101
How to Measure - Capacity Building - Vibrant
Neighborhoods - Developed Countries etc.
See "Trying Hard" pages 128- 129
102
Performancemeasure
PopulationIndicator
FPSI
103
TRAINING FOR TRAINERS AND COACHES
USING PERFORMANCE MEASURES Turn the Curve Exercise

• Fiscal Policy Studies Institute
• Santa Fe, New Mexicowww.resultsaccountability.com
  www.raguide.org

104
Creating a Working Baselinefrom Group Knowledge
Indicator or Performance Measure
Not OK?
Forecasting
Backcasting
105
Turn the Curve Exercise Program Performance
5 min Starting Points - timekeeper and
reporter - identify a program to work on -
two hats (yours plus partners)
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 to action
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
106
4. --------- Off the Wall
ONE PAGE Turn the Curve Report Performance
Program _______________
Performance Measure (Lay definition)
PerformanceMeasureBaseline
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
SharpEdges
4. --------- Off the Wall
107
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 didnt
  work?
• Why did we ask for
• a. Baseline with forecastb. Story before what
  worksc. No cost / low costd. Two hatse.
  Results before indicatorsf. 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?

108
TRAINING FOR TRAINERS AND COACHES
TEACHING ROUND 4 PERFORMANCE ACCOUNTABILITY CONNEC
TING POPULATION PERFORMANCE ACCOUNTABILITY

• Fiscal Policy Studies Institute
• www.resultsaccountability.comwww.raguide.org

109
Training for Trainers and Coaches
Creating a Results Accountability Presentation
Simple, Common Sense, Plain Language, Minimum
Paper, Useful (2a)

• Why is this work important?
• 2. Population vs. Performance Accountability
  and Common Language
• 3. Population Accountability
• 4a. Performance Accountability
• 4b. Putting Population andPerformance
  Accountabilitytogether

Pop vs. Perf Accountability (2b)Language Trap
(3b)Definitions (4a)
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 (30b).
Every time you make a presentation (31b)
110
Performance AccountabilityTypes of Measures
found in each Quadrant
How much did we do?
How well did we do it?
Clients/customers served
Activities (by type of activity)
Is anyone better off?
111
Primary v. Secondary
Direct v. Indirect
Internal v. External
112
THE LINKAGE Between POPULATION and PERFORMANCE
POPULATIONRESULTS
Contributionrelationship
Alignmentof measures
Job Training Program
Unit costper persontrained
personsreceivingtraining
Appropriateresponsibility
who getliving wage jobs
who getliving wage jobs
CUSTOMERRESULTS
113
TRAINING FOR TRAINERS AND COACHES
TEACHING ROUND 4 PERFORMANCE ACCOUNTABILITY CONNEC
TING POPULATION PERFORMANCE ACCOUNTABILITY

• Fiscal Policy Studies Institute
• www.resultsaccountability.comwww.raguide.org

114
Performance AccountabilityTypes of Measures
found in each Quadrant
How much did we do?
How well did we do it?
Clients/customers served
Activities (by type of activity)
Is anyone better off?
115
Primary v. Secondary
Direct v. Indirect
Internal v. External
116
THE LINKAGE Between POPULATION and PERFORMANCE
POPULATIONRESULTS
Contributionrelationship
Alignmentof measures
Job Training Program
Unit costper persontrained
personsreceivingtraining
Appropriateresponsibility
who getliving wage jobs
who getliving wage jobs
CUSTOMERRESULTS
117
Training for Trainers and Coaches
Creating a Results Accountability Presentation
Simple, Common Sense, Plain Language, Minimum
Paper, Useful (2a)

• Why is this work important?
• 2. Population vs. Performance Accountability
  and Common Language
• 3. Population Accountability
• 4a. Performance Accountability
• 4b. Putting Population andPerformance
  Accountabilitytogether

Pop vs. Perf Accountability (2b)Language Trap
(3b)Definitions (4a)
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 (30b).
Every time you make a presentation (31b)
118
TRAINING FOR TRAINERS AND COACHES
NAME-MOTTO-MASCOT LAST SHOT AT HARD
QUESTIONS NEXT STEPS EVALUATION CERTIFICATES

• Fiscal Policy Studies Institute
• Santa Fe, New Mexicowww.resultsaccountability.com
  www.raguide.org

119
Next Steps
1. Whats 1 thing I could personally do with
what I learned these two days?
2. Whats 1 thing I would like to ask city
government to do to support this work?
p. 37
120
CLOSING
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122
RBA in a Nutshell2 3 - 7
plus language discipline      Results
Indicators      Performance measures
2 - kinds of accountability      Population
accountability      Performance accountability
 3 - kinds of performance measures.     
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
123
Resources
www.raguide.org www.resultsaccountability.com RBA
Facebook Group
Book - DVD Ordersamazon.comresultsleadership.org
124
THANK YOU !
Book - DVD Ordersamazon.comresultsleadership.org