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 StaffDHS OrganizationIndividual ClientsExternal OrganizationsExternal CommunityPhasesVision and PlanDesign and BuildImplementNetwork and SustainDisseminate
4 Overview of Plan for Each Grand Division Deliver prototypefor each Grand DivisionDesign TeamâLeadership InstituteåæOff. 1Off. 2Off. 3Regional Network
5 Phases Activities Products Process Evaluation Outcome Evaluation I VisionWhat we doWhat we createHow was it done?What was accomplished?II DesignIII ImplementationIV NetworkV Dissemination
6 I. Vision and Plan Phase Activities Convene team Intervention audiences determinedListen to stakeholdersConduct needs/ resources assessmentDefine skills requiredIdentify objectives and outcomesPrioritize workBegin work on immediate prioritiesProductAction plan for design and implementation phasesFramework for workShared ownershipResearch project determinedFix the present technical skills orientation process for new hiresTeach case managers how to be better managers using the curriculum created by UT.
7 Research During Vision and Plan Outcome Research and EvaluationDo 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 EvaluationHow 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 ActivitiesWhat to teach?Determine “core” competencies needed by all DHS membersTurn “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 expertsDetermine and recruit prospective traineesProductDesign documentConstruct curriculum and technology-based coursesIdentify, coach, and certify facilitatorsLogistics determined regarding institute
9 Research During Design and Build Outcome Research and EvaluationIs 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 EvaluationWhat practices enabled or inhibited the successful training of facilitators?What factors contributed to the development of the curriculum?
10 III. Implementation Phase ActivitiesPilot “institute” openDeliver curriculumCore competenciesSpecial competenciesField SupportProductDeliver curriculumRoll out technology tools (e.g., Self assessments, decision support tools, and job aspirations tools)
11 Research During Implementation Outcome Research and EvaluationWhat 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 EvaluationWhat 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 ActivitiesOn site implementation of trainingBegin network activities (professional development, peer support)Begin “hand-off” capacity building through structured supportProcess research into feedback for future cohort and continuous supportProductTools to transfer “learnings” to other sitesDemonstrated impact of interventionsContinued support mechanisms in place and accessibleCustomized, targeted tools and resources
13 Research During Networking and Sustaining Outcome Research and EvaluationHas a regional network been created?Are regional networks operating and fulfilling their mission of support and sustainability?Process Research and EvaluationWhat 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 needTwo new institutes started at monthsTransfer learningCustomize the tools for local useProductEffective practices used broadlyPreliminary research issued regarding the impact of the interventionsRegional work teams are fully operationalTools and resources are continually refined
15 Research During Dissemination Outcome Research and EvaluationHave 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 EvaluationWhat 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 processHave 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 PrinciplesParticipationOwnershipMeaningSupport/growthStructuresLeadership instituteRegional networksMessagesContent 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 FactorsKey PlayersPhases 3 and 4: Implementation and NetworkingPhase 5:DisseminationPhase 1: VisionPhase 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 )