1. Commissioning for Outcomes through an Asset-based model
Welcome
Commissioning for Outcomes through an Asset-based model
Welcome.
Ready for Day 1 of 2?!

2. Welcome
CONTEXT - Social Value Act - Commissioning Councils - Austerity measures - Return on investment (but not SROI) - One model across commissioning. - Presented to Commissioning Academy - VC Sutton training.
Welcome.
Ready for Day 1 of 2?!

3. First things first… What is an asset based model?
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First things first… What is an asset based model?
In Community Development:
“Asset approaches make visible, value and utilise the skills, knowledge, connections
and potential in a community. They promote capacity, connectedness, reciprocity and
social capital. The aim is to redress the balance between meeting needs and nurturing the strengths and resources of people and communities.” (Glass Half Full, 2010)
In Health & Wellbeing: “Asset working seeks ways to value the assets, nurture and connect them for the benefit of individuals, families and neighbourhoods. Instead of starting with the problems, it starts with what is working, what makes us feel well and what people care about. The more familiar deficit approach starts with needs and deficiencies and designs services to fix the problem and fill the gaps. This creates dependency and people can feel disempowered.” (Morgan et al. eds. Health Assets in a Global Context. Springer 2010).
Put in context of a GP meeting a patient with suspected early onset dementia, a needs based model would focus on the illness. An assets based model would look at the assets within the individual. Could be good physical health, supportive family, community groups, good access to heritage sites. Etc.

4. 40 Developmental Assets Investigate
MAPS stumbled across 40 DA about 5 years ago.

5. History of 40 Developmental Assets
Investigate
History of 40 Developmental Assets
Created in 1990
2.2 million young people over time
Most widely used approach to positive youth development in the United States
Grounded in extensive research in youth development, resiliency, and prevention.
Represent the relationships, opportunities, and personal qualities that young people need to avoid risks and to thrive.
Started with young people but now extends beyond and has been adapted to be appropriate for all ages.

6. Reasons for using Assets
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Reasons for using Assets
User friendly.
Great tool for training, strategic planning, monitoring, goal setting and evaluation.
Makes ‘soft outcomes’ measurable
Compliments all sectors.
Based on longitudinal research
It works!

7. Developmental Assets: EXTERNAL
Investigate
SUPPORT
SUPPORT Family support [01]
Positive family communication [02]
Other adult relationships [03] Caring neighbourhood [04]
Caring school/work climate [05] Family involvement in school/work [06]
Factors that a person has AROUND them that influence them
EMPOWERMENT
EMPOWERMENT Community values all people [07]
People as resources [08] Service to others [09] Safety [10]
Same thing with community assets – some communities require services to be in place to gain these assets.
BOUNDARIES &
EXPECTATIONS
BOUNDARIES & EXPECTATIONS Family boundaries [11] School/work boundaries [12] Neighbourhood boundaries [13] Role models [14] Positive peer influence [15] High expectations [16]
CONSTRUCTIVE
USE OF TIME
CONSTRUCTIVE USE OF TIME Creative activities [17] Youth/adult programmes [18] Faith community [19] Time at home [20]

8. Developmental Assets: INTERNAL
Investigate
COMMITMENT TO LEARNING
Achievement motivation [21]
Work/school engagement [22]
Personal study [23]
Bonding to Work/school [24]
Reading for pleasure [25]
Factors that a person has WITHIN them that influences them
POSITIVE VALUES
Caring [26]
Equality and social justice [27]
Integrity [28]
Honesty [29]
Responsibility [30]
Restraint [31]
Equal playing field – from a commissioning perspective it is helpful for putting assets in a specification.
POSITIVE IDENTITY
Personal power [37]
Self-esteem [38]
Sense of purpose [39]
Positive view of personal future [40]
SOCIAL COMPETENCE
Planning and decision making [32]
Interpersonal competence [33]
Cultural competence [34]
Resistance skills [35]
Peaceful conflict resolution [36]

9. Power to Protect Power to Promote
Investigate
Power to Protect
Power to Promote

10. PROBLEMATIC BEHAVIOUR
(result of having less Assets)
49% 27% 11% 3%
49% 18% 6% 1%
32% 21% 11% 3%
61% 38% 19% 7%
PROBLEM ALCOHOL USE
USE OF ILLICIT
DRUGS
SEXUAL
ACTIVITY
VIOLENCE
Investigate
0- 10
11- 20
21- 30
31- 40
Number of Assets
KEY:
POSITIVE BEHAVIOUR
(result of having more Assets)
8% 17% 30% 47%
36% 67% 74% 88%
26% 47% 69% 89%
50% 65% 77% 85%
SUCCEEDS
IN SCHOOL
VALUES
DIVERSITY
MAINTAINS
GOOD HEALTH
EXHIBITS
LEADERSHIP
Make clear that % is THE LIKELIHOOD of problematic or positive behaviour.
If we buy into the theory that we can use assets to achieve outcomes then how willing are we to change how we commission services to achieve them?
Problematic = Protect from
Positive = Promote

11. Investigate
Talk through %’s.

12. Introduction
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13. Initiate
What does an Asset based model have to do with outcomes based commissioning?
So, back to the original question.
Refer back to CPI leaky roof example…

14. Why Commission for Outcomes?
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Inclusive process that encourages the participation of individuals and communities
Plain language, common sense and easy to understand
Focus on results not process - the ends not the means
Answers the question “so what?”

15. Initiate So
What?

16. Neighbour with DIY skills Recommended local roofing company
Leaking Roof (Results thinking in everyday life)
Initiate
inches of Water
Turning the Curve
Bucket
Neighbour with DIY skills
Recommended local roofing company
Green things are assets – bucket, DIY skills, roofing company, etc.

17. Higher level outcome: A safe and happy home
Leaking Roof (Results thinking in everyday life)
Initiate
inches of Water
Turning the Curve
Bucket
Neighbour with DIY skills
Recommended local roofing company
inches of Water
Turning the Curve
Bucket
Neighbour with DIY skills
Recommended local roofing company
Higher level outcome:
A safe and happy
home
High level outcome – a safe and happy home
A number of curves need to be turned to reach high level outcome (security, fridge, etc) – these act as sub-groups to reach the overall outcome
inches of Water
Turning the Curve
Bucket
Neighbour with DIY skills
Recommended local roofing company
inches of Water
Turning the Curve
Bucket
Neighbour with DIY skills
Recommended local roofing company
Security
Well stocked fridge
inches of Water
Turning the Curve
Bucket
Neighbour with DIY skills
Recommended local roofing company
inches of Water
Turning the Curve
Bucket
Neighbour with DIY skills
Recommended local roofing company

18. Commissioner Verification
Local alignment - e.g. LB Sutton services for CYP with disabilities
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Safeguarding
Focus on Family
Achievements & Attainment
Vulnerable Children
Healthy Living
CYP PLAN STRATEGIC
PRIORITIES
WHOLE WHOLE WHOLE WHOLE WHOLE
Family
Resilience
Complex Needs
Social
Integration
Independence
Challenging
Behaviour
DISABILITY
OUTCOMES
FOR CYP
Commissioner Verification
CYPLD example to introduce these layers…
Focus on second column as example (re: disabled YP…) – there are services commissioned for this.
Back to the sailor in the boat – how does he relate to the high level outcome of ‘Healthy Living’? E.g. Works at a leisure centre running a swimming group for disabled YP – starts at a point of strength for how to achieve high level outcomes.
Assets help provider perspective.
SUBGROUP SUBGROUP SUBGROUP SUBGROUP SUBGROUP
DELIVERY
ACHIEVEMENT
Provider
Information
(SI) Disabled children and young people’s need for additional adult support to access play and leisure is reduced
(FR) Positive family relationships and routines are established and sustained
(I) Disabled young people enter adult life equipped to achieve their potential in terms of health, education, employment and training, self-care, living independently, relationships and community participation
(CN) Positive family relationships and healthy routines are established and maintained
(CB) children and young people are provided with alternative strategies to manage anxiety, anger, frustration
ASSETS ASSETS ASSETS ASSETS ASSETS

19. RADA (Relative Assessment of Developmental Assets)
Consolidate
Example of Impact Measurement Tool
Real example re individual assets.
Can use relevant subgroups/assets for outcomes rather than all 8 subgroups – can be combination of individual and community.
User-friendly, user participation, visual.
Advocacy example is a diamond – 4 areas – broad or specific as you like.
Doesn’t negate other questions that need to be asked.
Use for indiviudals/whole service/annual reviews.

20. Plenary
Thank you
EVALUATION FORMS
Thank you.