And Why is That Using the Organizational Effectiveness DAPIM Model to Change Lives National Title IV-E Roundtable Gal

1. 1 And Why is That?Using the Organizational Effectiveness DAPIM� Model to Change LivesNational Title IV-E Roundtable Galveston, Texas May 26, 2011

2. 2 Workshop Objectives Organizational Effectiveness (OE) Defined History of APHSA OE and Texas OE Leaders� Role in Managing Change Learn the components of the DAPIM� Model Learn the step-by-step process to applying the DAPIM � Model

3. 3 Organizational Effectiveness Defined OE is a systemic and systematic approach to continuously improving an organization�s performance, performance capacity and client outcomes. �Systemic� refers to taking into account an entire system or in the case of OE an entire organization; �Systematic� refers to taking a step-by-step approach.

4. 4 APHSA Organizational Effectiveness American Public Human Services Association�s (APHSA�s) OE Department Vision � Better, healthier lives for children, adults, families, and communities Mission � APHSA pursues excellence in health and human service by supporting state and local agencies, informing policymakers, and working with our partners to drive innovation, integrated and efficient solutions in policy and practices.

5. 5 Texas DFPS OE Experience Context TX Department of Family and Protective Services is the parent organization for Child Protective Services. DFPS is part of a larger enterprise housed within the Texas Health and Human Services Commission. CPS in Texas is state administered and is divided into 11 regions containing 254 counties serving over 25 million people. The 2010 Texas child population was 6,584,709. Initial identified need for APHSA OE services: High turnover of CPS staff in the largest urban area (Houston) in one region in 2008. Initial work in Houston region proved to be successful and OE model was expanded to all 11 regions and state office.

6. 6 Texas DFPS OE Experience Types of OE issues facilitated include: Retention Communication Recruitment and hiring practices Work environment Child safety decision making and critical thinking Disproportionality/Disparities CFSR outcomes Over 100 session facilitated between 2008 to present (March 2011)

7. 7 Texas DFPS OE Experience OE structure - Inside Out approach Decision made to use existing quality assurance staff from CFSR and Investigation areas to be trained as OE facilitators QA and OE are complementary Staff from all 11 regions were gathered in state capital office to map out OE strategy Disproportionality staff from across the state were included in the OE development team APHSA OE staff trained Texas QA staff and then paired with Texas staff as co-facilitators and mentors across the 11 regions Casey Family Programs provided financial and consulting support including providing facilitation platform skills training for Texas staff

8. 8 Texas DFPS OE Experience Texas administrative support Executive sponsor group - From the onset in 2008, a core team of CPS administrative staff was established to lead the development of the OE work. The group included the Assistant Commissioner of DFPS for CPS, CPS directors and administrators, Casey Family Programs staff and the disproportionality manager. Despite the rollercoaster that CPS is, the group remained committed to OE and even after one period of being unable to focus on the OE work due to a major CPS crisis, the group returned to this work as soon as it could. Initially the OE work was sited in CPS from 2008 � 2010. In late 2010 it was decided to expand OE across DFPS to include Adult Protective Services, Child Care Licensing, Statewide Intake and Operations. The Sponsor Group was recalibrated to include representatives of all areas and is now cochaired by the Assistant Commissioner of DFPS for CPS and the DFPS Chief Operating Officer � both of whom have a strong commitment to strategic operations.

9. 9 Texas DFPS OE Experience Tips for getting buy-in From the very start, Texas CPS leadership knew that the organization could benefit from a strategy that embedded critical thinking. Of the models and resources available, the one offered by APHSA re: OE was seen as the most approachable Connect the dots between OE work and improved outcomes Engage a variety of staff in the creation process: e.g., executive team, middle managers, disproportionality staff, QA staff Surface applicability to not only administrative issues but clinical casework practice

10. 10 Texas DFPS OE Experience Lessons learned As early as the core development group can, bring in the QA or other staff that has been determined to be the OE facilitators! In Texas, it was determined just prior to the first meeting when QA staff were introduced to OE that they would be the facilitators � resulted in a somewhat rocky beginning for what has become a solid OE facilitation team. OE work is hard, takes time, requires willingness to improve � it is not a quick fix. To truly achieve results, to be accountable for work products and to improve outcomes takes significant effort, keen focus on addressing root causes, time and commitment to the task of sustaining long term change. Keep this message on the radar.

11. 11 Texas DFPS OE Experience Lessons learned from on-site facilitation Commitment to co-facilitation model is important Once program staff begin to see the emerging work products � one of which is a facilitated discussion � their excitement builds to use the OE process on other topics OE facilitation contributes to outcomes achievement: e.g., increased retention of staff; improved transfer of cases across CPS stages (from Investigations to in-home services or foster care services) supports continuity and attention to child safety concerns. Preplanning with the OE requestors re: their desired future state Working to determine the composition of the group so there is a mix of staff charged to work on any issue. Being creative when travel $ restrictions happen, e.g., using �gotomeeting/webinar� formats when possible; using teleconferences for monitoring; working with videoconferencing � not as ideal as in person � but keeps the work going.

12. 12 Texas DFPS OE Experience Current status Texas has developed a team of 24 OE facilitators which include 6 OE Liaisons who serve as leads and 1 OE logistics person. All 24 are facilitators. 10 more are being added by 8/31/2011. Monthly OE calls are held and an OE Share Point site is used to share, develop and store OE products. APHSA and Texas DFPS through support of Casey Family Programs developed an OE On-boarding Curriculum for training new staff. Texas has launched an OE webpage on the DFPS intranet on the Management Tools site which includes an outlook mailbox for OE requests and for launching evaluations and surveys of the requestor�s OE experience.

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15. 15 DEFINE Defining what you aim to improve Using the language of the clients/parties Use operational terms Applicable to needs

16. 16 ASSESS Assessment of the current state in relation to the focus of the work. Assess strengths and gaps Root causes - thorough root cause analysis will lead to general remedies becoming apparent Supports customized and well targeted plan development. Remedies Recommendations Decisions and Commitments "Quick Wins" Team Activities

17. 17 PLAN Plans should be reflective of: Information gathered Root causes - supporting customized and well-targeted plan development Associated gaps Capacity and resources

18. 18 IMPLEMENT More than just assuming roles and responsibilities Anchors ownership of the plan Continually reworking plans until objectives are accomplished

19. 19 MONITOR Monitoring, at some level, should occur during every contact.

20. 20 SUMMARY What an OE approach and using the DAPIM� Model means for Supervisors/Managers A systematic way to prepare for and structure contacts Creates structure for supervisory sessions Provides discrete areas for supervisory assessment of staff performance Supports new worker training Teaches the �flywheel� concept of continuous improvement Provides parallel process for supervisors to help workers Works across systems

21. 21 SUMMARY DAPIM�, when applied to frontline practice or administrative issues, serves as a strategy that: Empowers Gives definition to the work Identifies desired outcomes to work towards Assists in developing role clarity Emphasizes individualized case planning Reinforces the concept of continuous improvement Provides problem solving skills that are sustainable What questions do you have?

22. 22 Contact Information   American Public Human Services Association Kathy Jones Kelley, APHSA OE Consultant KKelley@aphsa.org Jon Rubin, APHSA OE Consultant JRubin@aphsa.org Texas Department of Family and Protective Services Dan Capouch, MSW, JD Division Administrator, Accountability Daniel.Capouch@dfps.state.tx.us Marva Mitchell, OE Specialist, Internal Consultant Marva.Mitchell@dfps.state.tx.us Websites www.aphsa.org www.nsdta.org