Results Based Accountability Emma Solomon CAYAD Core Skills
Results Based Accountability Emma Solomon CAYAD Core Skills Training Acknowledgements: MBIE website; RBA guide website; Mark Friedman (author of RBA); Sharon Shea (Leading NZ RBA trainer and facilitator – Shea Pita & Associates Ltd); Janet Chen, Rebecca Kemp and Jo Wall (Ministry of Health)
Key RBA concepts ❷key types of accountability and language discipline: – Population accountability – results/outcomes and indicators – Performance accountability – performance measures ❸types of performance measures: – How much did we do? – How well did we do it? – Is anyone better off? ❼questions from ends to means: – baselines and turning the curve – to make life better for our families/whānau, children/tamariki, and communities. 2
CAYAD population outcomes and indicator Population Outcomes: • New Zealanders live longer, healthier and more independent lives • Maori live longer, healthier and more independent lives • New Zealanders have equitable health status Population Indicators: • Hazardous drinking score (AUDIT) in past-year drinkers aged 15 years and over • Age of onset of alcohol and drug use 3
RBA: performance accountability Population Accountability about the wellbeing of WHOLE POPULATIONS For Communities – Cities – Districts – Countries Eg, All rangatahi/youth in Te Tai Tokerau are free of drug related harm Performance Accountability about the wellbeing of CLIENTS Of Teams – Providers – Programmes – Agencies – Service Systems Eg, Clients of services, collectives, government agencies or systems (eg, health system) 4
Performance measures Quantity Effect Effort How much did we do? # Quality How well did we do it? Is anyone better off? %
How much did we do? How well did we do it? # Clients/ customers % 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 served # Activities (by type of activity) My new “best mate” slide % Activity-specific measures e. g. % timely, % clients completing activity, % correct and complete, % meeting standard Is anyone better off? # % Skills / Knowledge # % Attitude / Opinion # % Behaviour # % Circumstance (e. g. parenting skills) (e. g. toward drugs) (e. g. School attendance) (e. g. working, in stable housing) Subjective vs. Objective
National CAYAD Measures • 4 sets of RBA measures that should encompass the majority of CAYAD work • Based on 3 areas of Ottawa Charter – Build Healthy Policy and Practice – Strengthen Community Action – Develop Personal Skills • Benefits – Aggregated results to demonstrate CAYAD’s results and reach across the whole programme – Saves time and energy from each site developing their own measures – Clearer expectations about where CAYAD services should be working 7
Guidance for National CAYAD Measures • Common measures should cover approx 80% of CAYAD work – remaining 20% allows sites to address needs/issues as they arise or for other health promotion approaches • Annual Action Plans to be developed by sites that align with these measures (draft due to Mo. H on 20 May) • Sites do not need to develop their own RBA measures but may choose to develop measures for their own management purposes or to capture results of the minority (20%) of their work • Discuss with Portfolio Manager any significant projects that do not fit with the common measures 8
Measure 1 Support organisations to develop healthy and sustainable policy and practice to enhance environments in order to reduce alcohol and other drug related harm. Examples • Supporting a school to review it’s AOD policy to ensure it’s up to date and in line with current best practice • Working with a sports club to embed policy and practices throughout each level of the club to denormalise hazardous drinking • Supporting the local polytech to adopt practices that eliminate drunkenness at campus events • Working at a governance level with Regional Sport to ensure clubs and associations in the district have effective, up to date AOD policies, 9
Measure 2 Engage with and support organisations/community groups to plan and deliver community action initiatives to reduce alcohol and other drug harm in young people Examples • Support a community group who want to reduce weekend drinking in a local park • Coordinate a working group of community agencies to address methamphetamine harm in the region • Engage with community groups/organisations to plan and develop solutions to support youth excluded from school due to alcohol and drug issues 10
Measure 3 Design, deliver and support awareness-raising activities that provide opportunity for informed discussion and debate, increase knowledge and/or create behaviour change around the use of alcohol and other drugs Examples • Produce a web-series based on the local stories from ex and current synthetic cannabis users that gives young people the facts and potential harms of using this drug. • Run a series of parent discussions at high schools/alternative education to highlight issues and provide solutions around teenage AOD use and social supply • Run a workshop for organisations that work with youth to educate them on evidenced strategies for reducing AOD harm in youth 11
Measure 4 Support organisations/community groups to increase input into local, regional and national decision-making, including engaging in policy/law/by-law development processes and the alcohol licensing process Examples • Give local school clear guidance on what aspects of an application for new alcohol licence they can oppose and support them to write their objection in an acceptable format for the district licensing committee. • Provide local youth council with information on how they can make a written and oral submissions to the select committee reviewing NZ’s Drug laws, brief them on related facts and evidence. 12
Reporting Exercise • How to collect your data • Input data into the reporting template • Write supporting narrative
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