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The Vision Implementation Project

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Presentation on theme: "The Vision Implementation Project"— Presentation transcript:

1 The Vision Implementation Project

2 Excellent Client Service
The Tennessee Department of Human Services (DHS) strategic plan calls for creating excellent client service delivery systems. The Vision Implementation Project builds on the Department’s ongoing organizational development and performance initiatives and is aimed at creating an exemplary organization, determined to improve its human service delivery system for the sake of those who needs its services most: Tennessee's families.

3 Phases and Customer Groups
DHS Staff DHS Organization Individual Clients External Organizations External Community Phases Vision and Plan Design and Build Implement Network and Sustain Disseminate

4 Overview of Plan for Each Grand Division
Deliver prototype for each Grand Division Design Team â Leadership Institute å æ Off. 1 Off. 2 Off. 3 Regional Network

5 Phases Activities Products Process Evaluation Outcome Evaluation
I Vision What we do What we create How was it done? What was accomplished? II Design III Implementation IV Network V Dissemination

6 I. Vision and Plan Phase Activities Convene team
Intervention audiences determined Listen to stakeholders Conduct needs/ resources assessment Define skills required Identify objectives and outcomes Prioritize work Begin work on immediate priorities Product Action plan for design and implementation phases Framework for work Shared ownership Research project determined Fix the present technical skills orientation process for new hires Teach case managers how to be better managers using the curriculum created by UT.

7 Research During Vision and Plan
Outcome Research and Evaluation Do we have a clear vision of goals and objectives for the project? Do we have a solid foundation to proceed to the design phase? Process Research and Evaluation How well is the design team functioning? How inclusive of diverse voices and opinions is the team? What factors contribute or inhibit ownership and participation in the process?

8 II. Design and Build Phase
Activities What to teach? Determine “core” competencies needed by all DHS members Turn “outcomes” into training curriculum that meets skill requirements for all levels (map of skill areas and audiences to drive curriculum) What methodology to use? Who to involve? Determine and recruit content experts Determine and recruit prospective trainees Product Design document Construct curriculum and technology-based courses Identify, coach, and certify facilitators Logistics determined regarding institute

9 Research During Design and Build
Outcome Research and Evaluation Is the design document ready for implementation? Is curriculum for the leadership institute ready? Are facilitators for the institute trained and ready? Are delivery schedule and logistics in place for implementation? Process Research and Evaluation What practices enabled or inhibited the successful training of facilitators? What factors contributed to the development of the curriculum?

10 III. Implementation Phase
Activities Pilot “institute” open Deliver curriculum Core competencies Special competencies Field Support Product Deliver curriculum Roll out technology tools (e.g., Self assessments, decision support tools, and job aspirations tools)

11 Research During Implementation
Outcome Research and Evaluation What is the baseline level of staff performance on parameters such as core and specialized competencies and job satisfaction? What is the baseline level of organizational performance on parameters such as turnover, workplace affiliation, team climate, and efficiency? What is the baseline level of client satisfaction with DHS services, employment skills, education level, and economic sufficiency? Process Research and Evaluation What were some of the enabling and inhibiting factors during the training process at the leadership institute? What were some of the enabling and inhibiting factors during the dissemination of the project at the county offices?

12 IV. Networking and Sustaining Phase
Activities On site implementation of training Begin network activities (professional development, peer support) Begin “hand-off” capacity building through structured support Process research into feedback for future cohort and continuous support Product Tools to transfer “learnings” to other sites Demonstrated impact of interventions Continued support mechanisms in place and accessible Customized, targeted tools and resources

13 Research During Networking and Sustaining
Outcome Research and Evaluation Has a regional network been created? Are regional networks operating and fulfilling their mission of support and sustainability? Process Research and Evaluation What support systems or resources are deemed useful for the dissemination of the project within county offices? What types of support are required for the establishment of regional networks? What processes and factors contribute to the development of self-sustaining VIP teams within county offices? What processes and factors contribute to self-sustaining and supportive regional networks?

14 V. Dissemination Phase Activities
Design team reassesses local application and local need Two new institutes started at months Transfer learning Customize the tools for local use Product Effective practices used broadly Preliminary research issued regarding the impact of the interventions Regional work teams are fully operational Tools and resources are continually refined

15 Research During Dissemination
Outcome Research and Evaluation Have we incorporated feedback from prototype into the design of two new institutes? Have we considered local needs and resources in the creation of two new institutes? Have we replicated best practices learned through the prototype in creation of two new institutes? Process Research and Evaluation What enabling and inhibiting factors contributed to the dissemination process? What processes, if any, had been put in place to maximize the lessons from the prototype?’

16 Post Dissemination Evaluation
Have there been any changes in staff performance (in core and specialized competencies, knowledge, behaviors, and job satisfaction) as compared to baseline levels? Have there been any changes in organizational performance in parameters such as turnover, workplace affiliation, climate, and efficiency as compared to baseline levels? What conclusions can be drawn about optimizing the deployment of training resources in the future based on learning from this process Have there been any changes in client satisfaction, self sufficiency, education levels, skill acquisition, and employability as compared to baseline levels? Have there been any changes in utilization of community resources and opportunities such as social support, peer support, training opportunities, and child care? How has implementing this process influenced the economic health of the community* What economic returns have been generated by this process?* *Note: Answers to research questions involving long term economic health of the community may require a longer time span and would involved the participation of the University of Memphis and its team on economic indicators and statistics.

17 Internal actors and/or beneficiaries of change
Principles Participation Ownership Meaning Support/growth Structures Leadership institute Regional networks Messages Content of new model (curr.) Form of delivery (Tech) Internal actors and/or beneficiaries of change (Workers in DHS) External actors and/or beneficiaries of change (Community members) External promoters of change (Vanderbilt team and partners) Internal promoters of change (Organizational leaders in DHS) Key Factors Key Players Phases 3 and 4: Implementation and Networking Phase 5: Dissemination Phase 1: Vision Phase 2: Design

18 Organizational Alignment Model (Nadler & Tushman, 1988)
Balance of work/ formal and people/ informal

19 Questions Guiding the Analysis of the Alignment
among Organizational Initiatives within DHS’s Strategic Plan

20 The effects of the behavior of the parts of a system are interdependent and that if each part is taken separately and made to perform as efficiently as possible, the systems as a whole will not function as effectively as possible (Benko & Sarvimaki, 2000; Patton, 2000). The performance of a system is not the sum of the independent effects of its parts; it is the product of their interactions. Therefore, the effective management of a system requires managing the interactions of its parts, not merely managing the actions of its parts separately. (Gharajedghi & Ackoff, 1986, pp )

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