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DAPIMTM Overview 6 Key Components to Sustaining CQI Organizational culture supports and actively promotes CQI. The agency adopts specific outcomes, indicators, and practice standards that are grounded in the agency’s values and principles. Agency leaders, staff, children, youth, families, and stakeholders receive training in the specific skills and abilities needed to participate actively in CQI. The Pennsylvania Child Welfare Resource Center 700: Charting the Course Towards Permanency for Children in Pennsylvania: An Administrator’s Overview 6 Key Components to Sustaining CQI (cont’d) Agencies collect qualitative and quantitative data and information from and about children, youth, families and staff. Staff, children, youth, families, and stakeholders review, analyze, and interpret qualitative and quantitative data to inform agency practices, policies and programs. Agencies use CQI results to improve policies, practices, and programs. (Using Continuous Quality Improvement to Improve Child Welfare Practice: A Framework for Implementation, Casey Family Programs & NRCOI) The Pennsylvania Child Welfare Resource Center 700: Charting the Course Towards Permanency for Children in Pennsylvania: An Administrator’s Overview A Framework for Leading and Sustaining Change • The DAPIMTM model, when applied in a “learning by doing” format, provides a framework for systematically improving or innovating something within the organization. • DAPIMTM follows a step-by-step, facilitated approach. The Pennsylvania Child Welfare Resource Center 700: Charting the Course Towards Permanency for Children in Pennsylvania: An Administrator’s Overview Typical DAPIMTM Continuous Improvement Process Over Time • Sponsor Group: – High level oversight; – Obtain resources; and – Align to organizational strategy. • Continuous Improvement Group: – Initiation and management; – Hands-on responsibility for change efforts; and – Representation of internal stakeholders • Work Groups: – Phase-specific solutions (ASPHA, 2008) The Pennsylvania Child Welfare Resource Center 700: Charting the Course Towards Permanency for Children in Pennsylvania: An Administrator’s Overview Phases of CQI APHSA, © 2008 The Pennsylvania Child Welfare Resource Center 700: Charting the Course Towards Permanency for Children in Pennsylvania: An Administrator’s Overview Step One Define what is being worked on in operational terms, facilitating discussion that identifies a specific and meaningful real life issue that the participants are interesting in improving; • Consider: – Have initial feelings of participants been explored with regard to the continuous improvement effort in general and the selected area for improvement? – Have participants clearly articulated what it is they want to improve in behavioral terms – “what will it look like when we are successful in our continuous improvement effort”? The Pennsylvania Child Welfare Resource Center 700: Charting the Course Towards Permanency for Children in Pennsylvania: An Administrator’s Overview 7 Step Two • Assess the current and desired state or situation, engaging participants in both a reflective thinking process and facilitated dialogue around the current strengths and gaps the participants have as a management team and as an organization in reaching their desired state. • Consider: – Have all participants openly shared what they see as the strengths and gaps in themselves, team members, and the organization? – Have the strengths and gaps been recorded and reviewed by participants for accuracy and agreement? The Pennsylvania Child Welfare Resource Center 700: Charting the Course Towards Permanency for Children in Pennsylvania: An Administrator’s Overview 8 Step Three • Plan both rapid and long-term improvements, exploring the root causes and possible remedies for the identified and priority gaps and leading to the development of commitments and plans that result in the desired improvements. • Consider: – Did they drill down deep enough? Are they balanced between structural and relational root causes? – Have participants been introduced to the elements to consider when planning communication using the communication template? The Pennsylvania Child Welfare Resource Center 700: Charting the Course Towards Permanency for Children in Pennsylvania: An Administrator’s Overview 9 Step Four • Implement those plans in detail, guiding participants in the development of action plans and charters as well as engaging them in team activities to support effective implementation of quick wins and plans. • Consider: – Have participants been introduced to the tracking quick wins tool and chartering template to assist them in implementing the improvement effort? – Have work capacity plans been developed and implemented for staff at all levels? – Have communication plans from the planning phase been implemented? The Pennsylvania Child Welfare Resource Center 700: Charting the Course Towards Permanency for Children in Pennsylvania: An Administrator’s Overview 10 Step Five • Monitor plan progress and impact for accountability and ongoing adjustments, determining the impact of the improvement effort as well as evaluating and measuring progress and impact. Re-adjustments of actions and plans can be developed as needed. • Consider: – What does the data indicate, and have adjustments been made to actions and plans if needed? – Have successes been celebrated and shared internally and externally? The Pennsylvania Child Welfare Resource Center 700: Charting the Course Towards Permanency for Children in Pennsylvania: An Administrator’s Overview 11 Psychological & Accountability Performance Matrix Accountability for Meeting Demanding Goals Low Psychological Safety Low High High Comfort Zone Learning Zone Apathy Zone Anxiety Zone (ASPHA, 2008) The Pennsylvania Child Welfare Resource Center 700: Charting the Course Towards Permanency for Children in Pennsylvania: An Administrator’s Overview 12 Summary • At each phase of the DAPIMTM process, the facilitator should ensure that work products and related teambuilding experiences that prepare participants to move on to the next phase are completed, including the use of reflective thinking questions when developing the products. The Pennsylvania Child Welfare Resource Center 700: Charting the Course Towards Permanency for Children in Pennsylvania: An Administrator’s Overview 13