1. Data-Driven Skills Building: A Model for Performance Improvement Kelsey Louie, MSW, MBA Chief Executive Officer

2. How DDAS and Skills Building fit into a larger management paradigm Data-Driven Administrative Supervision (DDAS) Skills Building Continuous Quality Improvement

3. Data Driven Administrative Supervision Purpose Focuses on the productivity of the employee. Enables managers to quickly identify performance gaps and potential program barriers. Provides a quantitative review of employee’s work. Provides an “at a glance" review of productivity by service type. Gives a fair and objective comparison across staff in similar positions.

4. Data Driven Administrative Supervision Forms Vary by program to capture most relevant information. Should capture information based on Audit Review Tool, Program Deliverables, and/or ongoing employee expectations. Should include snapshot of data, time specific performance improvement process for areas of concern, and strengths/successes. *** See example of Data Driven Supervision forms.

5. Data Driven Administrative Supervision Process Information is summarized and shared with employee in a learning and supportive environment. Supervision time should be consistent, structured, and individualized. Data is summarized on a regular basis. Time spent on DDS should reflect what is necessary for each program.

6. Data Driven Administrative Supervision Implications Data Driven Supervision provides enormous “Bang for the Buck.” Provides quick and targeted information of an employee’s performance. Over time gives a reliable composite of patterns, trends, and program activity. Allows managers to identify areas of needed performance improvement for both individual staff, and program wide.

7. Data Driven Administrative Supervision The Supervisory Relationship A two way process in which growth is enhanced and mentoring is accomplished. Goals to be jointly developed. Expectation that both the supervisor and supervisee will possess skills to facilitate a learning relationship that encompasses mutual respect, encourages autonomy, and enhances the training experience.

8. Skills Building Supervision Skills Building Supervision is grounded in the philosophy that in order to promote positive change in outcomes, staff must possess certain attitudes, knowledge and skills. It is the skills building supervisor’s responsibility to ensure that these attitudes, knowledge and skills are in place.

9. Skills Building Supervision Non Clinical Skills Building Supervision There are many ways to do skills building supervision. Outside of programs, technical skills supervision would focus on: Identifying technical skills needed to perform a job function Assessing staff competency in performing these tasks Training staff in the best way to perform the tasks

10. Skills Building Supervision Skills Building--Clinical Supervision The practice of clinical supervision at GMHC aims to fulfill the purpose of: assessing, training, and developing the skills needed for staff to provide effective services to clients. At GMHC, the purpose of clinical supervision is to assess, train, and develop the interpersonal skills needed for working with clients around behavior change

11. Skills Building Supervision Traditional ModelGMHC Model Driven by employee self-reportDriven by data Directed by the superviseeDirected by the supervisor Unstructured formatStructured format Does not contribute to overall performance evaluation Contributes to overall performance evaluation

12. Direct Staff Person JanuaryFebruaryMarchNotesTraining Needs HR # Unscheduled days off/days with unscheduled time off002sick # Unscheduled late days100 Timecard submitted on time111 Operations Chart Audits Completed 1 Clinical Documents Completed75%95% Eligibility Documents Current70%85%95%following up for remaining clients Service Delivery # clients on case load25 # cases inactive >30 days001 Client in hospital for medical procedure % no show20%25%30%this is high! Target rate is 10%engagement skills Deliverables Care Coordination - Primary Care Provider (target=10) 10 Group Counseling - MH (target=40)4650 55 Individual Counseling - MH (target=25)1917 18 engagement skills; scheduling clients Treatment Adherence Counseling - Individual (target=10) 542 learn about Treatment adherence - sending to training at City Dept of Health Reassessment (target varies)43 5 Service Plan Development (target varies)23 5 Management Supervision hours with interns444 Process Recordings reviewed on time100% DDAS with interns444 Skills building with interns443 one intern not present for skills building

13. Date Skills Building Goal/Area Identified Category Type of Skills Building Provided Skills Building Provider Skills Building Date Status Notes and Skills Building Follow Up 4/4/2016 Engagement skills Supervisor Request one-to-oneClinic Director4/15/2016Active 4/4/2016 Treatment Adherence Couseling Staff Request group training - external Department of Health 5/15/2016 not yet started 4/4/2016 More concise documentation Performance Evaluation one-to-oneClinic Director4/22/2016Active has made great progess in this area 4/4/2016 Public Speaking, which might make facilitating groups a little more comfortable Performance Evaluation one-to-one, and training institute Director of Communications 5/1/2016 Skills Building Plan

14. Practical Implementation Better (more data driven) HR decisions (promotions, raises, etc.) More information to have reasonable caseloads and workload expectations Higher overall productivity Staff have a way to showcase their great work Higher quality services to clients due to enhanced skills More engaged staff because the Agency has invested in their learning